1. bookVolume 13 (2022): Edizione 1 (June 2022)
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eISSN
2255-7547
Prima pubblicazione
14 Jun 2012
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2 volte all'anno
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Inglese
access type Accesso libero

Towards Sustainable Assessment in Higher Education: Teachers’ and Students’ Perspectives

Pubblicato online: 14 Jun 2022
Volume & Edizione: Volume 13 (2022) - Edizione 1 (June 2022)
Pagine: 88 - 103
Dettagli della rivista
License
Formato
Rivista
eISSN
2255-7547
Prima pubblicazione
14 Jun 2012
Frequenza di pubblicazione
2 volte all'anno
Lingue
Inglese
Abstract

Assessing students’ knowledge and skills has been widely discussed among educators. The present study investigates lecturers’ and learners’ views on the assessment practices implemented in two higher education institutions. Their perceptions on providing feedback, variety of assessment tasks, use of peer-evaluation, and promotion of learning through the assessment activities have been explored. Twenty-one students and thirteen teachers from the Uzbek university and ten students and eight lecturers from the Latvian university participated in the semi-structured interviews. The comparative analysis revealed participants’ similar opinions on the importance of varying assessment assignments and feedback-giving practices. However, different views on the peer review, assessment and students’ learning processes were observed. The study has identified that despite some differences teachers at both universities promote sustainable assessment practices.

Keywords

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