Synchronous self-assessment: First experience for higher education instructors

We present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in th...

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Detalles Bibliográficos
Autores: Remesal Ortiz, Ana, Estrada, Flor G.
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/217645
Acceso en línea:https://hdl.handle.net/2445/217645
Access Level:acceso abierto
Palabra clave:Educació superior
Autoavaluació
Professors
Exàmens
Higher education
Self-evaluation
Teachers
Examinations
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spelling Synchronous self-assessment: First experience for higher education instructorsRemesal Ortiz, AnaEstrada, Flor G.Educació superiorAutoavaluacióProfessorsExàmensHigher educationSelf-evaluationTeachersExaminationsWe present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in the power balance traditionally established between instructors and students in classroom assessment practices. In this article, we focus on the effects and pedagogical potential of this assessment strategy from instructors’ point of view. In our study, three instructors were novels in implementing this strategy; the fourth instructor had several years of experience with it. The four instructors agreed on basic design features for an end-of-semester exam offered in four groups of first-year students of the same shared program at a Bachelor’s degree for Kindergarten Educator and Primary School Teacher. The instructors were individually interviewed after the assessment session in their course and the exams were gathered for analysis. Content and discursive analysis was carried out on the data. Results show substantial differences in the evaluative artefacts (instructors’ exams) in terms of cognitive demand and formative assessment potential, and point to noticeable needs for professional development in pursuit of assessment literacy in Higher Education.Frontiers Media2025202520232025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion15 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/217645Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3389/feduc.2023.1115259Frontiers in Education, 2023, vol. 8, 1115259https://doi.org/10.3389/feduc.2023.1115259cc-by (c) Remesal, A. et al., 2023http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2176452026-05-29T05:05:01Z
dc.title.none.fl_str_mv Synchronous self-assessment: First experience for higher education instructors
title Synchronous self-assessment: First experience for higher education instructors
spellingShingle Synchronous self-assessment: First experience for higher education instructors
Remesal Ortiz, Ana
Educació superior
Autoavaluació
Professors
Exàmens
Higher education
Self-evaluation
Teachers
Examinations
title_short Synchronous self-assessment: First experience for higher education instructors
title_full Synchronous self-assessment: First experience for higher education instructors
title_fullStr Synchronous self-assessment: First experience for higher education instructors
title_full_unstemmed Synchronous self-assessment: First experience for higher education instructors
title_sort Synchronous self-assessment: First experience for higher education instructors
dc.creator.none.fl_str_mv Remesal Ortiz, Ana
Estrada, Flor G.
author Remesal Ortiz, Ana
author_facet Remesal Ortiz, Ana
Estrada, Flor G.
author_role author
author2 Estrada, Flor G.
author2_role author
dc.subject.none.fl_str_mv Educació superior
Autoavaluació
Professors
Exàmens
Higher education
Self-evaluation
Teachers
Examinations
topic Educació superior
Autoavaluació
Professors
Exàmens
Higher education
Self-evaluation
Teachers
Examinations
description We present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in the power balance traditionally established between instructors and students in classroom assessment practices. In this article, we focus on the effects and pedagogical potential of this assessment strategy from instructors’ point of view. In our study, three instructors were novels in implementing this strategy; the fourth instructor had several years of experience with it. The four instructors agreed on basic design features for an end-of-semester exam offered in four groups of first-year students of the same shared program at a Bachelor’s degree for Kindergarten Educator and Primary School Teacher. The instructors were individually interviewed after the assessment session in their course and the exams were gathered for analysis. Content and discursive analysis was carried out on the data. Results show substantial differences in the evaluative artefacts (instructors’ exams) in terms of cognitive demand and formative assessment potential, and point to noticeable needs for professional development in pursuit of assessment literacy in Higher Education.
publishDate 2023
dc.date.none.fl_str_mv 2023
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/217645
url https://hdl.handle.net/2445/217645
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/feduc.2023.1115259
Frontiers in Education, 2023, vol. 8, 1115259
https://doi.org/10.3389/feduc.2023.1115259
dc.rights.none.fl_str_mv cc-by (c) Remesal, A. et al., 2023
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Remesal, A. et al., 2023
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 15 p.
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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