دورية أكاديمية
Authentic Assessment Training for University Teachers
| العنوان: | Authentic Assessment Training for University Teachers |
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| اللغة: | English |
| المؤلفون: | Verónica Villarroel (ORCID |
| المصدر: | Assessment in Education: Principles, Policy & Practice. 2024 31(2):116-134. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Performance Based Assessment, Foreign Countries, Universities, Student Evaluation, Evaluation Methods, Transfer of Training, Memorization, Student Centered Learning, Feedback (Response), Teacher Made Tests, College Faculty, Undergraduate Study, Faculty Development, Teacher Attitudes, Beliefs |
| مصطلحات جغرافية: | Chile |
| DOI: | 10.1080/0969594X.2024.2350395 |
| تدمد: | 0969-594X 1465-329X |
| مستخلص: | A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in the evaluated parameters was analysed to determine the strengths and weaknesses of the conducted training. By the end of the course, the assessments were more contextualised, requiring the application of analysis and transfer skills, aligning with the competencies outlined in the graduation profile. Teachers included more open-ended questions focused on knowledge construction and fewer closed-response questions that required memorisation. Additionally, they reduced their beliefs about teaching as transmitting information, and the idea of provoking conceptual change in their students grew. This study shows that training in authentic assessment facilitates a change in the teacher's beliefs about teaching and assessment, towards teaching focused on conceptual change and assessment for and as learning. It also promotes the transformation of assessment instruments to be more realistic, challenging, and feedback-oriented. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1429060 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0969-594X 1465-329X |
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| DOI: | 10.1080/0969594X.2024.2350395 |