The future of assessment in Higher Education

Ibarra-Sáiz, MS; Rodríguez-Gómez, G; Boud, D; Rotsaert, T; Brown, S; Salinas-Salazar, ML; Rodríguez-Gómez, HM

The future of assessment in Higher Education

Ibarra-Sáiz, MS Rodríguez-Gómez, G Boud, D

Rotsaert, T Brown, S Salinas-Salazar, ML Rodríguez-Gómez, HM

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Publisher:: Universitat de Valencia
Publication Type:: Journal Article
Citation:: RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 2020, 26, (1), pp. 1-6
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Ibarra-Sáiz, MS
dc.contributor.author	Rodríguez-Gómez, G
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Rotsaert, T
dc.contributor.author	Brown, S
dc.contributor.author	Salinas-Salazar, ML
dc.contributor.author	Rodríguez-Gómez, HM
dc.date.accessioned	2021-03-31T10:36:47Z
dc.date.available	2021-03-31T10:36:47Z
dc.date.issued	2020-01-01
dc.identifier.citation	RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 2020, 26, (1), pp. 1-6
dc.identifier.issn	1134-4032
dc.identifier.issn	1134-4032
dc.identifier.uri	http://hdl.handle.net/10453/147742
dc.description.abstract	The pending challenge of assessment in higher education, although also at other educational levels, continues to be its effective link with student learning. Students' strategic learning could and should be achieved by the assessment. This paper arises from the attempt to answer the question about what would be the future of assessment in higher education and it is presented under the form of a collaborative text that was elaborated by all the authors who sign it. This contribution offers a joint reflection by various authors from different contexts and regions on three essential aspects. First, the need for reflection and a change in assessment based on current trends that are demonstrating their timeliness and validity is highlighted. A second issue focuses on the value of technology for the changes that are taking place on assessment, but as long as it adapts to its principles and, therefore, does not imply a return to the last century under the dominance of models today widely overcome. Together with the use of technology-enhanced assessment, the interrelationship between assessment and learning implies to redesign assessment practices, to incorporate proposals from the fields of social justice and sustainable assessment, the design of authentic assessment tasks, to promote feedback and encourage students' participation. In brief, to collaborate to develop the students' evaluative judgment in order to achieve free, socially responsible and fair citizens.
dc.language	en
dc.publisher	Universitat de Valencia
dc.relation.ispartof	RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa
dc.relation.isbasedon	10.7203/relieve.26.1.17323
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The future of assessment in Higher Education
dc.type	Journal Article
utslib.citation.volume	26
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
dc.date.updated	2021-03-31T10:36:46Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	26
utslib.citation.issue	1

Abstract:

The pending challenge of assessment in higher education, although also at other educational levels, continues to be its effective link with student learning. Students' strategic learning could and should be achieved by the assessment. This paper arises from the attempt to answer the question about what would be the future of assessment in higher education and it is presented under the form of a collaborative text that was elaborated by all the authors who sign it. This contribution offers a joint reflection by various authors from different contexts and regions on three essential aspects. First, the need for reflection and a change in assessment based on current trends that are demonstrating their timeliness and validity is highlighted. A second issue focuses on the value of technology for the changes that are taking place on assessment, but as long as it adapts to its principles and, therefore, does not imply a return to the last century under the dominance of models today widely overcome. Together with the use of technology-enhanced assessment, the interrelationship between assessment and learning implies to redesign assessment practices, to incorporate proposals from the fields of social justice and sustainable assessment, the design of authentic assessment tasks, to promote feedback and encourage students' participation. In brief, to collaborate to develop the students' evaluative judgment in order to achieve free, socially responsible and fair citizens.

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http://hdl.handle.net/10453/147742