Biology Undergraduate Students’ Views of Assessment:

Methods, Purposes and Effects

Authors

  • Diana Pereira University of Minho - Research Centre on Child Studies
  • Patrícia Santos Research Centre on Child Studies, University of Minho
  • Cristina Aguiar University of Minho Department of Biology, School of Sciences CBMA - Centre of Molecular and Environmental Biology CITAB, Centre for the Research and Technology of Agro-Environmental and Biological Sciences CEB - Centre of Biological Engineering
  • Maria Assunção Flores Research Centre on Child Studies, University of Minho

DOI:

https://doi.org/10.32473/jahe.v3i1.129348

Abstract

This paper draws on data from research focusing on assessment methods, its purposes and effects, effectiveness and fairness, as well as student participation and feedback. In total, 124 Biology undergraduate students participated in the study. Data were collected through questionnaires and focus groups. Findings reveal written test as the most used method and that students associate assessment mainly with a summative purpose. Although students report they negotiate some assessment-related aspects with their teachers, in general they do not participate in self and peer assessment. Feedback is clearly recognized an important feature in the assessment process. Implications of the present findings are discussed.

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Published

2022-10-04

Issue

Vol. 3 No. 1 (2022)

Section

Articles

License

Copyright (c) 2022 Diana Pereira, Patrícia Santos, Cristina Aguiar, Maria Assunção Flores

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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