References of "Assessment & Evaluation in Higher Education"
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See detailLongitudinal assessment of progress in reasoning capacity and relation with self-estimation of knowledge base
Collard, Anne ULg; Mélot, France ULg; Bourguignon, Jean-Pierre ULg

in Assessment & Evaluation in Higher Education (2014)

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning ... [more ▼]

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning. [less ▲]

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See detailAn international online survey of the practices and perceptions of higher education professors with respect to the assessment of learning in the classroom
Gilles, Jean-Luc ULg; Detroz, Pascal ULg; Blais, Jean-Guy

in Assessment & Evaluation in Higher Education (2011), 36(6), 719-733

In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to ... [more ▼]

In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providingan overview of treatments within and between institutions that followed the testing. [less ▲]

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