Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/52443

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dc.contributor.authorPereira, Dianapor
dc.contributor.authorFlores, Maria Assunçãopor
dc.date.accessioned2018-03-15T10:17:29Z-
dc.date.available2020-01-01T07:00:18Z-
dc.date.issued2017-
dc.identifier.isbn978-84-9048-590-3-
dc.identifier.urihttp://hdl.handle.net/1822/52443-
dc.description.abstractThis paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.por
dc.description.sponsorshipCIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugalpor
dc.description.sponsorshipNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562por
dc.description.sponsorshipThis work is funded by FCT - Fundação para a Ciência e a Tecnologia (National Foundation for Science and Technology) within the context of a PhD (SFRH/BD/76175/2011).por
dc.language.isoengpor
dc.publisherUniversitat Politècnica de Valènciapor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147313/PTpor
dc.relationinfo:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBD%2F76175%2F2011/PTpor
dc.rightsembargoedAccess (2 Years)por
dc.subjectBologna Processpor
dc.subjectAssessmentpor
dc.subjectHigher educationpor
dc.subjectTeachers’perceptionspor
dc.titleUniversity teachers’ perceptions about assessment practices: a study in five Portuguese universitiespor
dc.typeconferencePaperpor
dc.peerreviewedyespor
oaire.citationStartPage494por
oaire.citationEndPage502por
oaire.citationConferencePlaceValència, Spainpor
dc.identifier.doi10.4995/HEAd17.2017.5268por
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.description.publicationversioninfo:eu-repo/semantics/publishedVersionpor
dc.subject.wosSocial Sciencespor
sdum.conferencePublication3rd International Conference on Higher Education Advances, HEAd’17por
sdum.bookTitlePROCEEDINGS OF THE HEAD'17 - 3RD INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCESpor
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