RT info:eu-repo/semantics/article
T1 The relationship between formative assessment systems, academic performance and teacher and student workloads in higher education
T2 Relación entre sistemas de evaluación formativa, rendimiento académico y carga de trabajo del profesor y del alumno en la docencia universitaria
A1 Romero Martín, María del Rosario
A1 Fraile Aranda, Antonio
A1 López Pastor, Víctor Manuel
A1 Castejón Oliva, Francisco Javier
K1 Alumnos - Evaluación
K1 Evaluación en educación
K1 Educación superior
K1 Rendimiento académico
K1 Enseñanza universitaria - España
K1 5312.04 Educación
AB The purpose of this study was to analyse the extent to which the implementation of formative assessment systems in higher education influences students` academic performance; student and teacher workloads; and student satisfaction with such processes. Data come from 39 cases that apply formative assessment systems in higher education, which correspond to 15 Spanish universities and cover a total of 30 different tutors and 3625 students. Descriptive statistics and ANOVAS have been applied. The results suggest that the development of formative assessment systems: (a) produces a significant improvement in the academic performance of students; (b) is a workload that can be managed within the academic work set, both for students and teachers; and (c) that students show high levels of satisfaction with the formative assessment systems in which they participate and consider that they learn better with these as opposed to more traditional models.
PB Fundación Infancia y Aprendizaje
SN 0210-3702
YR 2014
FD 2014
LK https://uvadoc.uva.es/handle/10324/53585
UL https://uvadoc.uva.es/handle/10324/53585
LA eng
NO Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 37, Nº 2, 2014, págs. 310-341
NO Producción Científica
DS UVaDOC
RD 12-sep-2024