Means, techniques, and instruments of formative and shared assessment of learning in higher education
In this article we present a review of the literature in Spanish on formative and shared assessment of learning at the university level in relation to the means, techniques, and instruments of such assessment. The main results suggest that there is some confusion in the use of terms such as “instrum...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/47271 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/47271 |
| Access Level: | acceso abierto |
| Palabra clave: | Formative assessment Shared assessment Means of assessment Assessment techniques Assessment instruments Terminology Evaluación formativa Evaluación compartida Medios de evaluación Técnicas de evaluación Instrumentos de evaluación Terminología |
| Sumario: | In this article we present a review of the literature in Spanish on formative and shared assessment of learning at the university level in relation to the means, techniques, and instruments of such assessment. The main results suggest that there is some confusion in the use of terms such as “instruments,” “tools,” “techniques,” “devices,” etc. (at times different terms are used to refer to the same concept or the same term to refer to different concepts and practices; terms are used interchangeably, creating confusion among them), without following a clearly defined classification. Finally, we present a proposed conceptual framework for referring to the “means,” “techniques,” and “instruments” of formative and shared assessment in higher education, precisely defining the associated terminology. |
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