Perspectivas internacionales sobre la práctica de la evaluación en Educación Superior
Resumen
Palabras clave
Referencias
Adams, M. & Brown, S. (2006). Towards inclusive higher education: supporting disabled students, London: Routledge
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-19.
Beetham, H. (2010). Active learning in Technology-Rich Contexts. In Beetham, H. and Sharpe, R., Rethinking Pedagogy for a Digital age: designing for 21st Century learning, Abingdon: Routledge.
Boud, D. & Associates (2010). Assessment 2020: seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Boud, D. (1995). Enhancing learning through self-assessment. Abingdon: Routledge.
Brown, S. (2014). Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan.
Brown, S. & Race, P. (2012). Using effective assessment to promote learning, in Hunt, L and Chalmers, D. University Teaching in Focus: a learning-centred approach, Victoria, Australia, Acer Press, and Abingdon: Routledge.
Brown, S. & Knight, P. (1994). Assessing Learners in Higher Education, London: Kogan Page.
Carroll, J. (2002). A handbook for deterring plagiarism in higher education, Oxford: Oxford Centre for Staff and Learning Development.
Carroll, J. & Ryan, J. (2005). Teaching International students: improving learning for all, Abingdon: Routledge SEDA series.
Chalmers, D. & Fuller, R. (2012). Teaching for learning at university. Routledge. DevalSimWeb Project http://devalsimweb.eu
Flint, N. R. & Johnson, B. (2011). Towards fairer university assessment: addressing the concerns of students, Abingdon: Routledge.
Gibbs, G. (2010). Using assessment to support student learning Leeds: Leeds Met Press.
Grace, S. & Gravestock, P. (2009). Inclusion and Diversity: meeting the needs of all students. Key guides for effective teaching in Higher Education, Abingdon: Routledge.
HEA (2012). A Marked Improvement: transforming assessment in higher education. York: Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_Improvement.pdf
Ibarra Sáiz, M.S. & Rodríguez Gómez, G. (2014). Modalidades participativas de evaluación: Un análisis de la percepción del profesorado y de los estudiantes universitarios. Revista de Investigación Educativa, 32(2), 339-361. DOI: 10.6018/rie.32.2.172941
Keeling, R. (2006). The Bologna Process and the Lisbon Research Agenda: the European Commission's expanding role in higher education discourse. European Journal of Education, 41(2), 203-223. http://dx.doi.org/10.1111/j.1465-3435.2006.00256.x
López Pastor, V. (2009). La evaluación formativa y compartida en docencia universitaria: Propuestas, técnicas, instrumentos y experiencias. Madrid: Narcea.
Marsden, R. (2014). Guardian Review section 22 March, p 49.
O'Neil, G., Huntley-Moore, S & Race, P. (2007). Case studies of good practice in assessment of student learning in higher education. Dublin: All Ireland Society for Higher Education Price, M., Rust, C., O'Donovan, B. & Handley, K. (2012) Assessment Literacy. Oxford: the Oxford Centre for Staff and Learning Development.
QAA (2013). UK Quality Code for Higher Education: Part B: Assuring and enhancing academic quality. accessed at www.qaa.ac.uk (accessed June 2014)
Race, P. (2014). Making Learning Happen (3rd edition), London: Sage.
Rodríguez Gómez, G. & Ibarra Sáiz, M.S. (Eds.) (2011). e-Evaluación orientada al e-Aprendizaje estratégico en Educación Superior. Madrid: Narcea.
Ryan, J. (2000). A guide to teaching international students. Oxford, Oxford Centre for Staff and Learning Development Rodríguez Gómez, G. & Ibarra Sáiz, M.S. (2012). Reflexiones en torno a la competencia evaluadora del profesorado en la Educación Superior. REDU- Revista de Docencia Universitaria. 10 (2), pp. 149-161.
Quesada-Serra, V, Rodríguez-Gómez, G & Ibarra-Sáiz, M.S (2014). What are we missing? Spanish lecturers' perceptions of their assessment practices. Innovations in Education and Teaching International, 1-12. http://dx.doi.org/10.1080/14703297.2014.930353
Sadler D R (2010a). Assessment in Higher Education. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education. volume 3, pp. 249-255. Oxford: Elsevier, p.254 http://dx.doi.org/10.1016/B978-0-08-044894-7.00336-5
Sadler, D. R. (2010b). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550 http://dx.doi.org/10.1080/02602930903541015
Sambell, K. (2013). Engaging Students Through Assessment, In Dunne, E. And Owen, D (eds) The Student Engagement Handbook: Practice in Higher Education, Bingley, UK: Emerald.
Sambell, K., McDowell, L. & Brown, S. (1997). "But is it fair?": An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 23.4 349-371. http://dx.doi.org/10.1016/S0191-491X(97)86215-3
Sambell, K., McDowell, L. & Montgomery, C. (2012). Assessment for Learning in Higher Education Abingdon, Routledge
Whalley, B. (2013). Teaching with assessment, feedback and feed-forward using 'preflights' to assist student learning. In T. Bilham, For the love of learning: innovations from outstanding university teachers'. Basingstoke: Palgrave Macmillan.
Enlaces refback
- No hay ningún enlace refback.
