Module 6.Studying in the European Higher Education Area.

Part 2: Methodological issues

5. Assessment: Strategies, procedures and techniques

As said before, assessment is a complex and relevant element within the teaching and learning process; it is absolutely necessary if we aim at setting learning goals in the training process. Assessment is highly stressed out in the EHEA as it suggests a reconsideration of traditional teaching practices in terms of assessment and evaluation.

Different assessment strategies have been defined; De Miguel et al. (2006: 56, 47) suggest:

  • Whole and final assessment which takes place after long training periods (at the end of two academic years, for example)
  • Whole and final assessment at the end of the studies (as an example, one may cite the “final project/thesis dissertation”)
  • Cumulative assessment by subject, without any final evaluation nor any long term assessment
  • Cumulative assessment by subject, including a final evaluation and/or long term assessment

Teachers may select different procedures in order to assess students’ partial and/or final learning:

  • Objective tests: true/false, multiple-choice tests, relation between elements, etc.
  • Short-answer tests
  • Long-answer tests for the exposition of facts
  • Oral tests: individual, group
  • Students’ work and projects to be defended before the teacher and/or the rest of the class
  • Reports and memos on a traineeship completed by the student
  • Development of real and/or simulation tasks
  • Self-assessment both oral and/or written, individual and/or in groups
  • Attitudes’ scales in order to get and organize values, skills, behaviour, etc.
  • Observation techniques
  • Individual portfolio, which integrates students’ tasks developed during the course.

 

ACTIVITY 7. FROM PRACTICE TO THEORY

Read the following description of activities and try to identify which type of assessment method is represented.

  • Art students: a Restoration expert visits the class to talk about his/her professional experience.
  • Business students: former graduates help once a month current students in order to guide them
  • Psychology students: Students meet the teacher in a small discussion group centred on a key topic
  • Legal translation students: visit to the local Court of Justice
  • Business students: Students need to gather some professional practices in real local firms, and then prepare a report of their experience as part of their subject modules.
  • Law students: students need to solve a complex Law case which would be then presented and discussed in class

 

 

Jose Luis Villena Higueras
Marián Morón Martín
Universidad de Granada (Spain)


All activities and tasks in this training module have been designed by Morón and Villena.

 

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