Methods of teaching centered on learning and formative assessment in higher education
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/22032 |
Resumo: | We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning. |
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Methods of teaching centered on learning and formative assessment in higher educationHigher EducationMethods of Teaching and AssessmentFeedbackCentrality of the StudentWe analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.Nova Southeastern University: Qualitative Report2018-02-02T19:39:04Z2016-01-01T00:00:00Z2016info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/22032eng1052-0147Sá, Susana Emília Vaz OliveiraAlves, Maria Palmira CarlosCosta, António Pedroinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T11:43:16Zoai:ria.ua.pt:10773/22032Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:56:19.030611Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Methods of teaching centered on learning and formative assessment in higher education |
title |
Methods of teaching centered on learning and formative assessment in higher education |
spellingShingle |
Methods of teaching centered on learning and formative assessment in higher education Sá, Susana Emília Vaz Oliveira Higher Education Methods of Teaching and Assessment Feedback Centrality of the Student |
title_short |
Methods of teaching centered on learning and formative assessment in higher education |
title_full |
Methods of teaching centered on learning and formative assessment in higher education |
title_fullStr |
Methods of teaching centered on learning and formative assessment in higher education |
title_full_unstemmed |
Methods of teaching centered on learning and formative assessment in higher education |
title_sort |
Methods of teaching centered on learning and formative assessment in higher education |
author |
Sá, Susana Emília Vaz Oliveira |
author_facet |
Sá, Susana Emília Vaz Oliveira Alves, Maria Palmira Carlos Costa, António Pedro |
author_role |
author |
author2 |
Alves, Maria Palmira Carlos Costa, António Pedro |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Sá, Susana Emília Vaz Oliveira Alves, Maria Palmira Carlos Costa, António Pedro |
dc.subject.por.fl_str_mv |
Higher Education Methods of Teaching and Assessment Feedback Centrality of the Student |
topic |
Higher Education Methods of Teaching and Assessment Feedback Centrality of the Student |
description |
We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01T00:00:00Z 2016 2018-02-02T19:39:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/22032 |
url |
http://hdl.handle.net/10773/22032 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1052-0147 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Nova Southeastern University: Qualitative Report |
publisher.none.fl_str_mv |
Nova Southeastern University: Qualitative Report |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137616949411840 |