{"id":10585,"date":"2023-09-24T17:39:44","date_gmt":"2023-09-24T17:39:44","guid":{"rendered":"https:\/\/decap-he.si\/?p=10585"},"modified":"2023-10-09T06:44:08","modified_gmt":"2023-10-09T06:44:08","slug":"8-ucna-enota-preverjanje-in-ocenjevanje","status":"publish","type":"post","link":"https:\/\/decap-he.si\/en\/8-ucna-enota-preverjanje-in-ocenjevanje\/","title":{"rendered":"8th LEARNING UNIT: Verification and assessment"},"content":{"rendered":"
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Students' approaches to learning (study) and the ways in which they learn are significantly influenced by the ways in which their knowledge is checked and evaluated and the achievement of learning goals and outcomes.\u00a0<\/span><\/p>

According to research findings, assessment is known to have a greater impact on student learning than teaching. As a result, students adapt their approaches to learning and fulfilling their study obligations to the assessment requirements. Research also finds that many assessment practices encourage a superficial approach to learning that emphasizes the reproduction of the content conveyed. This means that students' critical thinking, in-depth learning and independent thinking work are not developed in appropriate ways.<\/span><\/p>

We can talk about two different views on the purposes of assessment. The traditional view aims to determine how well students can reproduce or memorize previously imparted knowledge (content) and how well they can apply this knowledge to perform typical tasks. According to another, modern view, the purpose of assessment is to enable and encourage learning.<\/span><\/p>

If we ask students, they want:<\/span><\/p>

  • unambiguously expressed expectations,\u00a0<\/span><\/li>
  • clear criteria,\u00a0<\/span><\/li>
  • transparency in the selection of assessment methods,\u00a0<\/span><\/li>
  • authentic assignments,\u00a0<\/span><\/li>
  • choice and flexibility in assessment so that they can show their special talents in the best light.<\/span><\/li><\/ul>

    The types of assessment can be normative or criterial, current (formative) or final (summative), objective (quantitative) or subjective (qualitative), external or self-assessment, peer assessment, etc.<\/span><\/p>

    In order for the assessment to be of the highest quality, it is necessary to meet certain criteria:<\/span><\/p>

    • validity: Does the assessment measure what it is supposed to measure?<\/span><\/li>
    • reliability: Would you get similar results on a second occasion or with other raters?<\/span><\/li>
    • objectivity: clarity of criteria, public,<\/span><\/li>
    • feasibility, economy, practicality,<\/span><\/li>
    • other criteria such as accuracy, thoroughness, use of sources, use of theory, originality.<\/span><\/li><\/ul>



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      This learning unit includes:<\/span><\/p>

      • the main objectives of examination and evaluation in modern higher education;<\/span><\/li>
      • differences between normative and criterion, current and final and subjective and objective assessment;<\/span><\/li>
      • some strategies for criterion-referenced assessment;<\/span><\/li>
      • key features of the 'teaching to learning' shift;<\/span><\/li><\/ul>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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