Sustainable assessment in the teaching-learning process in higher education
DOI:
https://doi.org/10.18222/eae.v35.10026Keywords:
Learning Assessment, Sustainability, Teaching-learning Process, Professional TrainingAbstract
This paper addresses the importance of sustainable assessment in higher education, focusing on the debate about creative methods for student development. It emphasizes the importance of education based on sustainable competences, which requires innovative assessment practices for effective training. This is a qualitative approach based on an in-depth analysis of the academic literature on sustainable assessment in higher education. Five professionals with practical teaching experience were surveyed through open-ended interviews. The findings conclude that sustainability in education requires a change in the approach to assessment, highlighting the need to integrate sustainability into subjects and forms of assessment to promote more meaningful and continuous learning.
Downloads
References
Argento, D., Einarson, D., Mårtensson, L., Persson, C., Wendin, K., & Westergren, A. (2020). Integrating sustainability in higher education: A Swedish case. International Journal of Sustainability in Higher Education, 21(6), 1131-1150. https://doi.org/10.1108/IJSHE-10-2019-0292
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. https://doi.org/10.1080/713695728
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. https://doi.org/10.1080/02602938.2015.1018133
Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of assessment in education. Assessment in Education: Principles, Policy & Practice, 11(1), 7-26. https://doi.org/10.1080/0969594042000208976
Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. Routledge.
Caramacho de Arao, I. C. (2014). Una experiencia humanizadora en la prueba escrita de rendimiento escolar. ARJÉ: Revista de Postgrado FACE-U, 9(16), 489-500. http://arje.bc.uc.edu.ve/arj16/art28.pdf
Carbonell, J. (2002). A inovação educativa hoje. In J. Carbonell, A aventura de inovar: A mudança na escola (pp. 15-38). Artmed.
Craddock, D., & Mathias, H. (2009). Assessment options in higher education. Assessment & Evaluation in Higher Education, 34(2), 127-140. https://doi.org/10.1080/02602930801956026
Dochy, F., Segers, M., & Gijbels, D. (2007). Assessment engineering: Breaking down barriers between teaching and learning, and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 87-100). Routledge. https://doi.org/10.4324/9780203964309
Durant de Carrillo, M. Z., & Naveda Hernández, O. G. (2012). Transformación curricular por competencias en la educación universitaria bajo el enfoque ecosistémico formativo.
Elsayary, A., & Baroudi, S. (2023). Educational sustainability for transforming education: A new approach of active learning in an interdisciplinary program in higher education. In M. D. Lytras (Ed.), Active and transformative learning in STEAM disciplines (pp. 25-39). Emerald Publishing Limited.
Flores, M. A., Simão, A. M. V., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Studies in Higher Education, 40(9), 1523-1534. https://doi.org/10.1080/03075079.2014.881348
Haydt, R. C. C. (1995). Avaliação do processo ensino-aprendizagem. Ática.
Hill, L. M., & Wang, D. (2018). Integrating sustainability learning outcomes into a university curriculum: A case study of institutional dynamics. International Journal of Sustainability in Higher Education, 19(4), 699-720. https://doi.org/10.1108/IJSHE-06-2017-0087
Hoffmann, J. (2005). O jogo do contrário em avaliação. Mediação.
Huxham, M., Campbell, F., & Westwood, J. (2012). Oral versus written assessments: A test of student performance and attitudes. Assessment & Evaluation in Higher Education, 37(1), 125-136. https://doi.org/10.1080/02602938.2010.515012
Jolly, B., & Dalton, M. J. (2018). Written assessment. In T. Swanwick, K. Forrest, & B. C. O’Brien (Eds.),
Understanding medical education: Evidence, theory, and practice (pp. 291-317). The Association for the Study of Medical Education.
Kraemer, M. E. P. (2005). Avaliação da aprendizagem como construção do saber [Apresentação de trabalho]. 5. Coloquio Internacional sobre Gestión Universitaria en América del Sur, Mar del Plata, Argentina.
Luckesi, C. C. (2014). Avaliação da aprendizagem escolar: Estudos e proposições. Cortez.
Masetto, M. (2004). Inovação na educação superior. Espaço Aberto, 8(14), 197-202. https://doi.org/10.1590/S1414-32832004000100018
Masetto, M. (2012). Competência pedagógica do professor universitário. Summus Editorial.
Natalia, D. E., Asib, A., & Kristina, D. (2018). The application of authentic assessment for students writing skill. Journal of Education and Human Development, 7(2), 49-53. https://jehd.thebrpi.org/journals/jehd/Vol_7_No_2_June_2018/5.pdf
Newble, D. I. (1991). The observed long‐case in clinical assessment. Medical Education, 25(5), 369-373. https://doi.org/10.1111/j.1365-2923.1991.tb00083.x
Norcini, J. J. (2003). Work based assessment. BMJ, 326(7392), 753-755. https://doi.org/10.1136/bmj.326.7392.753
Nuhs, A. C., & Tomio, D. (2011). A prova escrita como instrumento de avaliação da aprendizagem do aluno de Ciências. Estudos em Avaliação Educacional, 22(49), 259-284. https://doi.org/10.18222/eae224920111976
Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. ERIC.
Pereira, D. R., & Flores, M. A. (2012). Percepções dos estudantes universitários sobre a avaliação das aprendizagens: Um estudo exploratório. Avaliação: Revista da Avaliação da Educação Superior, 17(2), 529-556. https://doi.org/10.1590/S1414-40772012000200012
Perrenoud, P. (1999). Da excelência à regulação das aprendizagens: Entre duas lógicas. Artmed.
Scalese, R. J., Obeso, V. T., & Issenberg, S. B. (2008). Simulation technology for skills training and competency assessment in medical education. Journal of General Internal Medicine, 23(1), 46-49. https://doi.org/10.1007%2Fs11606-007-0283-4
Schuwirth, L. W. T., & Vleuten, C. P. M. van der. (2003). Written assessment. BMJ, 326(7390), 643-645. https://doi.org/10.1136%2Fbmj.326.7390.643
Segers, M., Gijbels, D., & Thurlings, M. (2008). The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational Studies, 34(1), 35-44. https://doi.org/10.1080/03055690701785269
Silva, A. L., & Gomes, A. M. (2018). Avaliação educacional: Concepções e embates teóricos. Estudos em Avaliação Educacional, 29(71), 350-384. https://doi.org/10.18222/eae.v29i71.5048
Silva, N. L., & Mendes, O. M. (2017). Avaliação formativa no ensino superior: Avanços e contradições. Avaliação: Revista da Avaliação da Educação Superior, 22(1), 271-297. https://doi.org/10.1590/S1414-40772017000100014
Simms, M., & George, B. (2014). Approaching assessment from a learning perspective: Elevating assessment beyond technique. Educational Assessment, Evaluation and Accountability, 26(1), 95-104. https://doi.org/10.1007/s11092-013-9176-8
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325-341. https://doi.org/10.1080/02602930500099102
Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., Francis, D. J., & VanDerHeyden, A. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 41(1), 3-22. https://doi.org/10.1080/02796015.2012.12087373
Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77-87. https://doi.org/10.1007/BF00139219
Organização das Nações Unidas para a Educação, a Ciência e a Cultura (Unesco). (1998). Declaração Mundial sobre Educação Superior: Declaração Mundial sobre Educação Superior no Século XXI; visão e ação, marco referencial de ação prioritária para a mudança e o desenvolvimento da educação superior. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000140457
Watkins, D., Dahlin, B., & Ekholm, M. (2005). Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers. Instructional Science, 33(4), 283-309. https://doi.org/10.1007/s11251-005-3002-8
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Erico Fernando Lopes Pereira-Silva
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
a. Authors retain the copyright and grant the journal the right to first publication.
b. All works are licensed under the Creative Commons Attribution License, which allows the sharing of the paper with acknowledgment of authorship.
Until 2024, Estudos em Avaliação Educacional adopted the Creative Commons Attribution-NonCommercial (CC BY-NC) license for its publications. For texts published from 2025 onwards, the journal will adopt the Creative Commons Attribution (CC BY) license, in line with the principles of Open Science.
