Assessment for learning in higher education
A paradigm shift from instruction to learning is a goal for the whole education system; in this perspective, assessment plays an important role because of its influence on students’ study strategies and their approach to knowledge. This change is a professional challenge for university teachers called upon to revisit their didactic practices with particular attention to assessment.
Going beyond a mere vision of evaluation as a simple measurement is particularly urgent in the university context; it relates to young adults who are about to access the workplace where more than in the past, they are required to show what they can do with what they know.
The experience carried out at the Catholic University aims to put into action an evaluative strategy coherent with the paradigm of learning. The evidence collected, also gathering students’ views, support our initial hypotheses and also allow to develop some general reflections on university teachers’ profiles and their training, with particular reference to the scholarship of assessment,
considered as the heart of the scholarship of teaching.
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
c. Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work (See The Effect of Open Access).