4.1.4. Assessment Tools In general, assessment and feedback at universities can mean various things such as: student-teacher-feedback, national auditing processes, international rankings, feedback from labour-market, alumni, interest groups and internal feedback by the academic community etc. To see assessment as a developing tool linked to universities strategies of teaching is important in all courses. Different universities in various countries have developed their own methods of assessment. Assessment is not only contextual but also depends on the level of studies, subject area, teaching methods and learning outcomes. Methods of assessment practiced in Gender Studies do not necessarily differ from those applied in other subject areas. Assessment is important yet at times a very challenging exercise as students’ starting points and level of knowledge may differ signiﬁcantly. This challenge is especially tangible, for example, in the case of the web-courses, where students come from different universities and different countries. For some teachers students’ abilities are best evaluated during the learning process. On the basis of such evaluations, the learning outcomes can be predicted and special exams or assignments are unnecessary. This form of assessment is applied only when teachers deal with a relatively small group of students or in e-learning situations. Traditional exams with well formulated questions and home exams are also appropriate assessment methods. Similarly, short commentaries are good assignments for assessment, as students get immediate feedback and teachers control how the learning outcomes are achieved. Learning diaries are used widely yet also criticised as it is difﬁcult to direct them properly and so they may become reﬂection papers or summaries. Marks as a form of assessment are not always deﬁned as necessary contrary to oral evaluations. At times formulations such as “accepted/failed/to be completed” are considered insufﬁcient. Peer-evaluation and peer-feedback are also often used in Gender Studies. It is important to learn how to give and receive constructive feedback, not only from teachers and tutors, but from fellow students as well. Methods such as self-assessment are also practiced. Students formulate their own assessment which is subsequently followed by the teacher’s. Students’ self-evaluations appear to be realistic which also implies that the teacher trusts them and gives them an active role and responsibility in the learning process. Whenever assessment involves grading it is 91
Published on Jan 18, 2011
Published on Jan 18, 2011
Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...