External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education
Learning-oriented assessment models, which tend to generate better learning processes, better academic performance and greater student involvement in teaching–learning processes, are increasingly being used in European universities; they are also more suitable for competence-based learning. However,...
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| author | Juan C. Manrique-Arribas Víctor M. López-Pastor Andrés Palacios-Picos |
| author_facet | Juan C. Manrique-Arribas Víctor M. López-Pastor Andrés Palacios-Picos |
| author_sort | Juan C. Manrique-Arribas |
| collection | DOAJ |
| description | Learning-oriented assessment models, which tend to generate better learning processes, better academic performance and greater student involvement in teaching–learning processes, are increasingly being used in European universities; they are also more suitable for competence-based learning. However, there are a number of constraints that hinder their implementation, either due to internal (lack of teacher training and attitude/motivation to make changes in teaching and assessment methodology) or external (teaching load of lecturers and group size (number of students per group)) factors. Taking the latter into account, the aim of this study was to determine to what extent the teaching load and the number of students per group condition the use or not of quality assessment systems in the university world. A questionnaire of assessment systems and instruments with a high level of reliability and validity was administered to a large and representative sample of the teaching staff from numerous Spanish universities. Multivariate analyses were carried out to try to achieve the research objective. The results, based on a post facto model, show that quality assessment systems are advancing. Furthermore, the conclusion was reached that the teaching load and the number of students to be assessed are factors that correlate significantly with a greater use of assessment systems involving exams with closed questions. They correlate negatively with the use of continuous and formative assessment (FA) systems, although there is much variability in the latter case and the results do not seem clearly conclusive, suggesting more research on this topic and its sustainability. |
| format | Article |
| id | doaj-art-6bb9e1159ee74a67be964ebf023d056e |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-6bb9e1159ee74a67be964ebf023d056e2025-01-24T13:30:10ZengMDPI AGEducation Sciences2227-71022024-12-011512010.3390/educsci15010020External Constraints on the Development of Quality Assessment of Students’ Learning in Higher EducationJuan C. Manrique-Arribas0Víctor M. López-Pastor1Andrés Palacios-Picos2Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Educación de Segovia, Universidad de Valladolid, 40005 Segovia, SpainDepartamento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Educación de Segovia, Universidad de Valladolid, 40005 Segovia, SpainDepartamento de Psicología, Facultad de Educación de Segovia, Universidad de Valladolid, 40005 Segovia, SpainLearning-oriented assessment models, which tend to generate better learning processes, better academic performance and greater student involvement in teaching–learning processes, are increasingly being used in European universities; they are also more suitable for competence-based learning. However, there are a number of constraints that hinder their implementation, either due to internal (lack of teacher training and attitude/motivation to make changes in teaching and assessment methodology) or external (teaching load of lecturers and group size (number of students per group)) factors. Taking the latter into account, the aim of this study was to determine to what extent the teaching load and the number of students per group condition the use or not of quality assessment systems in the university world. A questionnaire of assessment systems and instruments with a high level of reliability and validity was administered to a large and representative sample of the teaching staff from numerous Spanish universities. Multivariate analyses were carried out to try to achieve the research objective. The results, based on a post facto model, show that quality assessment systems are advancing. Furthermore, the conclusion was reached that the teaching load and the number of students to be assessed are factors that correlate significantly with a greater use of assessment systems involving exams with closed questions. They correlate negatively with the use of continuous and formative assessment (FA) systems, although there is much variability in the latter case and the results do not seem clearly conclusive, suggesting more research on this topic and its sustainability.https://www.mdpi.com/2227-7102/15/1/20higher educationassessment for learningformative assessment |
| spellingShingle | Juan C. Manrique-Arribas Víctor M. López-Pastor Andrés Palacios-Picos External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education Education Sciences higher education assessment for learning formative assessment |
| title | External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education |
| title_full | External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education |
| title_fullStr | External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education |
| title_full_unstemmed | External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education |
| title_short | External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education |
| title_sort | external constraints on the development of quality assessment of students learning in higher education |
| topic | higher education assessment for learning formative assessment |
| url | https://www.mdpi.com/2227-7102/15/1/20 |
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