From teaching assessment to formative learning assessment

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Author(s)Marta Pile, Isabel Gonçalves, Sofia Sá, João Ribeiro
Considering some of the Bologna principles, this paper aims to show the main changes and consequences of the performance assessment system of IST teaching body (QUC, Course Unit Quality), in particular taking into account two key changes of the teaching paradigm (Bologna): placing the student at the heart of the learning process and building up curricula based on competence profiles. Relying on a summative approach, the process has undergone deep changes that helped the formative character of the system, by ensuring that a joint systematic reflection of all stakeholders in the teaching and learning process was made, and the corrective actions in accordance with the outcomes.
CategoriesQuality of HE » 2014 9th EQAF