Students need to have a clear understanding of the learning objectives and criteria against which their achievement will be judged. Self-, peer-and collaborative evaluation are designed to improve leaning quality and active engagement of students in evaluation and knowledge building. They suggest reflection, comparison and discussion based on student cooperation -and in formulating opinions on their activities and/or that of other students in relation to clear defined evaluative criteria. Students can preliminary be involved in negotiating their final examination criteria. This study aims to illustrate the case of an University training course that has proposed a learning assessment model such as a genuine participative process and where students participated to the definition of the final examination criteria using face to face and online tools of social research. They have been engaged in an evaluative brainstorming moderated by the teacher discussing on and selecting, the dimensions and the indicators of the final student examination. Then an individual and online activity has been done using a forum to facilitate students in selecting some of the individuated indicators, putting them in a descending order of importance and giving them a weight by an auto-anchored scale. The indicators have been defined by calculating the average of their rankings and their weights. The results have been published online and showed to the students during a face to face lesson by tables and graphs. The aim was to start up a participated activity to validate the criteria and indicators and to select the modality of their implementation. We have organized two panels: the “teacher panel” composed by the members of the Institutional Examination Commission and the “student panel” composed by rotating students. This participative experience let students know how the evaluation is a comparative as well as a complex activity.
Defining Performance Indicators Towards a Final Participative Evaluation in Higher Education. The Case of an University Training Course
SIRI, ANNA
2010-01-01
Abstract
Students need to have a clear understanding of the learning objectives and criteria against which their achievement will be judged. Self-, peer-and collaborative evaluation are designed to improve leaning quality and active engagement of students in evaluation and knowledge building. They suggest reflection, comparison and discussion based on student cooperation -and in formulating opinions on their activities and/or that of other students in relation to clear defined evaluative criteria. Students can preliminary be involved in negotiating their final examination criteria. This study aims to illustrate the case of an University training course that has proposed a learning assessment model such as a genuine participative process and where students participated to the definition of the final examination criteria using face to face and online tools of social research. They have been engaged in an evaluative brainstorming moderated by the teacher discussing on and selecting, the dimensions and the indicators of the final student examination. Then an individual and online activity has been done using a forum to facilitate students in selecting some of the individuated indicators, putting them in a descending order of importance and giving them a weight by an auto-anchored scale. The indicators have been defined by calculating the average of their rankings and their weights. The results have been published online and showed to the students during a face to face lesson by tables and graphs. The aim was to start up a participated activity to validate the criteria and indicators and to select the modality of their implementation. We have organized two panels: the “teacher panel” composed by the members of the Institutional Examination Commission and the “student panel” composed by rotating students. This participative experience let students know how the evaluation is a comparative as well as a complex activity.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
