The future of assessment in Higher Education

  1. Ibarra-Sáiz, María Soledad 4
  2. Rodríguez-Gómez, Gregorio 4
  3. Boud, David 236
  4. Rotsaert, Tijs 5
  5. Brown, Sally
  6. Salinas Salazar, Marta Lorena 1
  7. Rodríguez Gómez, Hilda Mar 1
  1. 1 Universidad de Antioquia
    info

    Universidad de Antioquia

    Medellín, Colombia

    ROR https://ror.org/03bp5hc83

  2. 2 Deakin University
    info

    Deakin University

    Geelong, Australia

    ROR https://ror.org/02czsnj07

  3. 3 Universidad de Tecnología de Sídney
  4. 4 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  5. 5 Ghent University
    info

    Ghent University

    Gante, Bélgica

    ROR https://ror.org/00cv9y106

  6. 6 Universidad Middlesex
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Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Any de publicació: 2020

Títol de l'exemplar: Monográfico: Evaluación en la Educación Superior

Volum: 26

Número: 1

Tipus: Article

DOI: 10.7203/RELIEVE.26.1.17323 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Objectius de Desenvolupament Sostenible

Resum

The pending challenge of assessment in higher education, although also at other educational levels, continues to be its effective link with student learning. Students' strategic learning could and should be achieved by the assessment. This paper arises from the attempt to answer the question about what would be the future of assessment in higher education and it is presented under the form of a collaborative text that was elaborated by all the authors who sign it. This contribution offers a joint reflection by various authors from different contexts and regions on three essential aspects. First, the need for reflection and a change in assessment based on current trends that are demonstrating their timeliness and validity is highlighted. A second issue focuses on the value of technology for the changes that are taking place on assessment, but as long as it adapts to its principles and, therefore, does not imply a return to the last century under the dominance of models today widely overcome. Together with the use of technology-enhanced assessment, the interrelationship between assessment and learning implies to redesign assessment practices, to incorporate proposals from the fields of social justice and sustainable assessment, the design of authentic assessment tasks, to promote feedback and encourage students’ participation. In brief, to collaborate to develop the students' evaluative judgment in order to achieve free, socially responsible and fair citizens.

Referències bibliogràfiques

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Fuente de los datos: Dialnet