Learning assessment: Perceptions and practices of university teachers on assessment

Abstract

Universities are bound to improve assessment if they want to shape students to be "successful" in the twenty-first century. The present study aims, on the one hand, to analyze the perceptions of university professors towards the importance, competence and use of assessment and, on the other hand, to determine if those assessment practices are orientated to learning. To achieve these objectives, the study was developed through a mixed methodology, combining both quantitative strategies (survey) and qualitative strategies (documentary analysis, focus groups). Regarding perceptions, teachers perceive that the assessment is important, and they consider themselves qualified for this task though they recognize it is not present enough in their practice. Moreover, the results have shown that their assessment practices are not orientated to learning. It is important to study the attitudes and the contextualized assessment practices of teachers from the perspective of learning orientation. This type of studies allows the design of training that meets the real needs of teachers and, alternatively, it promotes students' learning.