Bibliographic citations
Ferreyra, A., (2013). Creencias y concepciones docentes sobre la evaluación de los aprendizajes en el contexto universitario [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/4425
Ferreyra, A., Creencias y concepciones docentes sobre la evaluación de los aprendizajes en el contexto universitario []. PE: Pontificia Universidad Católica del Perú; 2013. http://hdl.handle.net/20.500.12404/4425
@misc{sunedu/2654963,
title = "Creencias y concepciones docentes sobre la evaluación de los aprendizajes en el contexto universitario",
author = "Ferreyra Díaz, Ana Cecilia",
publisher = "Pontificia Universidad Católica del Perú",
year = "2013"
}
The aim of this case study is to explore teachers’ beliefs and conceptions about learning assessment. Interviews were conducted with six lecturers from the Psychology Department of a private University in Lima, Peru. They were selected according to the 3 parts in which the curriculum is divided: theoretical, instrumental, methodological. In order to triangulate information, speech analysis was compared with the analysis of the documentation regarding the assessment practice. The results of the qualitative analysis showed that teachers’ beliefs and conceptions influence their positions and practices about learning assessment. Results showed that their assessment process wasn’t strict, because they design assessment from beliefs rather than learning goals. Consequently, there is a divorce between learning goals, assessment task, and outcomes valuation, affecting its validity, reliability and justice. Furthermore, teachers prefer learning outcomes rather than performance, approaching to a traditional assessment trend. Only two teachers with pedagogical degrees showed aspects of an authentic assessment trend in their practices. This proofs that nowadays both trends coexist in higher education. A study with a larger group is recommended in order to identify the relationship between assessment practices and career goals; this would be helpful to recognize teachers’ needs regarding learning assessment. Keywords: Teachers’ beliefs, teachers’ conceptions, learning assessment, authentic assessment, traditional assessment, higher education
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