Assessment practices in higher education: A study with portuguese faculty

Authors

  • Eva Lopes Fernandes Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal https://orcid.org/0000-0002-3838-9846
  • Maria Assunção Flores Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal https://orcid.org/0000-0002-4698-7483
  • Irene Cadime Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal https://orcid.org/0000-0001-8285-4824
  • Clara Pereira Coutinho Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal

DOI:

https://doi.org/10.18222/eae.v34.9219

Keywords:

Assessment Practices, Bologna Process, Faculty, Higher Education

Abstract

This paper examines the assessment practices and the influence of the Bologna Process in the process of changing practices of faculty from five Portuguese public universities (n = 185). Data were collected through a questionnaire comprising closed and open-ended questions. Findings indicate that Portuguese faculty use a diversity of assessment practices determined more by themselves than by external factors. Differences in assessment practices were found as a result of study cycles and field of knowledge. This small-scale study suggests that Portuguese faculty have changed their assessment practices, but the impact of the Bologna Process is unclear.

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Author Biographies

Eva Lopes Fernandes, Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal

Junior researcher at Research Centre on Child Studies, Institute of Education, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal.

Maria Assunção Flores, Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal

Associate professor with qualification at the Institute of Education of the University of Minho, Portugal. She is the director of the Research Centre on Child Studies, University of Minho, Portugal.

Irene Cadime, Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal

Master in Psychological Intervention, Education and Human Development by the University of Porto and PhD in Educational Psychology by the University of Minho.  She is currently a researcher and an integrated member of the Research Centre on Child Studies at the Education Institute of the University of Minho. Develops research in the fields of psychometry, language development and academic success.

Clara Pereira Coutinho, Centro de Investigação em Estudos da Criança da Universidade do Minho, Braga, Portugal

Assistant Professor at the Department of Curriculum Studies and Educational Technology at the Institute of Education, Minho University, Braga, Portugal. She has wide experience in designing ICT teacher education programmes and evaluating the impact of integrating technological innovations in basic and secondary schools. She has published widely in prestigious national and international journals and conference proceedings.

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Published

2023-12-21

How to Cite

Fernandes, E. L., Flores, M. A., Cadime, I., & Coutinho, C. P. (2023). Assessment practices in higher education: A study with portuguese faculty. Estudos Em Avaliação Educacional, 34, e09219. https://doi.org/10.18222/eae.v34.9219

Issue

Vol. 34 (2023)

Section

Articles

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