Changes in assessment in Higher Education after the implementation of the Bologna Process: a study carried out in Portugal

Abstract

This paper draws upon a wider research project examines the ways in which university teachers look at assessment in Higher Education. It focuses on their views about assessment practices in five Portuguese public universities. The main purpose is to look at the university teachers’ perceptions of assessment in higher education taking into account the assessment methods after the implementation of the Bologna process. Data were collected through questionnaires in five Portuguese Public Universities in different fields of knowledge. In this paper preliminary findings are presented. Implications of the findings for assessment, teaching and learning process are discussed.