Assessment and Evaluation in Higher Education

doi:10.3390/books978-3-0365-6751-8

Download Url(s)

https://mdpi.com/books/pdfview/book/7068

Contributor(s)

Fernandes, Sandra Raquel Gonçalves (editor)

Abelha, Marta (editor)

Ferreira-Oliveira, Ana Teresa (editor)

Language

English

Show full item record

Abstract

This reprint focuses on research and practice concerning assessment and evaluation in higher education, crucial processes for the advancement of higher education. The different dimensions and forms of assessment within higher education, the impact of assessment methods on students’ learning processes and approaches to learning are of particular interest. Special attention is given to assessment methods and purposes, assessment rubrics and the assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths, and opportunities of online and virtual assessment, active learning approaches and new pedagogical methodologies, based on student-centred assessment practices, is also explored and discussed in this reprint.

URI

https://directory.doabooks.org/handle/20.500.12854/99002

Keywords

e-learning platform; PACK; perceived usefulness; perceived ease of use; perceived organizational support and technology self-efficacy; health professions education; flipped learning; learning method; machine learning; Random Forest; selection feature; orientation; learning space design; transactional distance; student engagement; learning outcomes; collaborative learning; blended learning; problem-based learning; interactive group learning; flipped classroom; education; quality; universities; Czech Republic; formative assessment; summative assessment; learning; procrastination; relational coordination; student satisfaction; higher education; communication; discriminant analysis; moodle quizzes; continuous assessment; statistical analysis; physical chemistry; authentic assessment; education evaluation; natural science; social science; lecturer; scientific research; governance; management; higher education institutions; needs analysis; psychosocial module development; psychoeducation; assertiveness; social skills; psychological well-being; university students in Malaysia; assessment process; student experiences; Active Learning; maturity model; engineering education; sustainability of research; institutional support; political and research agendas; projects dynamics; assessment of student learning; multilingualism; language teaching; second language acquisition; CLIL