Akademickie ocenianie i jego niezamierzone konsekwencje. Od wymiaru ukrytego do nowej kultury oceniania
2019, 64, Numer 2
Data publikacji
Model publikowania
Rodzaj licencji
Dziedzina
Dyscyplina
Język publikacji
Pliki do pobrania
PDF 166 KB
Liczba wyświetleń:133
Liczba pobrań:31
Cytowania Crossref:0
Wynik Altmetric:0
Abstrakt
The aim of the article is to present selected aspects of academic assessment as an element of a hidden curriculum. Based on the literature on the subject, the results of the research will be presented showing how the assessment system, deep rooted in educational environment, generates unplanned educational outcomes, including a surface approach to learning and various strategies of coping. Proposals of alternative solutions in evaluation procedures will be presented, involving active involvement of students in designing, managing and checking the effects of their own work. The new assessment culture should support the learning process and reduce the gap between the explicit and hidden curriculum.
Słowa kluczowe:
Bibliografia
Biggs J.B. 1989. Approaches to the enhancement of tertiary teaching, „Higher Education Research and Development”, nr 8, s. 7–25.
Black P., William D. 1998. Assessment and classroom learning, „Assessment in Education”, nr 5 (1), s. 7–74.
Becker H.B., Geer B., Hughes E.C. 1968. Making the grade: the academic side of college life, John Wiley and Sons, New York.
Bergenhenegouwen G. 1987. Hidden curriculum in the university, „Higher Education”, nr 2, s. 535–543.
Bound D. 1995. Enhancing learning through self-assessment, Kogan Page, London.
Bound D., Falchicov N. 2006. Aligning assessment with long–term learning, „Assessment and Evaluation in Higher Education”, nr 4, s. 399–413.
Carless D. 2006. Differing perceptions in the fedback process, „Studies in Higher Education”, nr 2, s. 219–233.
Chicering A.W., Gamson Z.F. 1987. Seven principles to good practice in undergraduate education, dostępny na: http://www.lonestar.edu/multimedia/sevenprinciples.pdf (otwarty 27 grudnia 2017).
Clegg K., Bryan C. 2006. Reflections, rationales and realities, [w:] Innovative assessment in higher education, red. C. Bryan, K. Clegg, Routledge Taylor and Francis Group, London–New York.
Crozier M. 1996. Kryzys inteligencji. Szkic o niezdolności elit do zmian, tłum. M. Egeman, Poltex, Warszawa.
Dembo M.H. 1997. Stosowana psychologia wychowawcza, tłum. E. Czerniawska, A. Matczak, Z. Toeplitz, WSiP, Warszawa.
Dochy F., Segers M., Gijbels D., Struyven K. 2007. Assessment engineering. Breaking down barriers between teaching and learning, and assessment, [w:] Rethinking assessment in higher education, red. D. Bound, N. Falchikov, Routledge: Taylor and Francis, London–New York, s. 87–100.
Dylak S. 2000. Wprowadzenie do konstruowania szkolnych programów nauczania, WSiP, Warszawa.
Entwistle N. 1994. Experiences of understanding and strategic studying, dostępny na: https://files. eric.ed.gov/fulltext/ED374704.pdf (otwarty 27 grudnia 2017).
Entwistle N.J., Entwistle A. 1991. Contrasting forms of understanding for degree examinations: the experience and its implications, „Higher Education”, nr 22, s. 205–227.
Entwistle N.J., Tait H. 1990. Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments, „Higher Education”, nr 2, s. 169–194.
Gibbs G., Simpson C. 2004. Conditions under which assessment supports student’s learning, „Learning and Teaching in Higher Education”, nr 1, s. 3–31, dostępny na: https://www.open.ac.uk/ fast/pdfs/Gibbs%20and%20Simpson%202004–05.pdf (otwarty 12 grudnia 2017).
Gibbs G. 2006. How assessment frames student learning, [w:] Innovative assessment in higher education, red. C. Bryan, K. Clegg, Routledge Taylor and Francis Group, London–New York.
Hattie J.A., Biggs J., Purdie N. 1996. Effects of learning skills intervention on student learning: a meta-analysis, „International Journal of Educational Research”, nr 11, s. 187–212.
Janowski A. 1989. Uczeń w teatrze życia szkolnego, WSiP, Warszawa.
Knowles M.S., Holton E.F., Swanson R.A. 2009. Edukacja dorosłych. Podręcznik akademicki, tłum. M. Habura, R. Ligus, A. Nizińska, Wydawnictwo Naukowe PWN, Warszawa.
Lizzio A., Wilson K.L., Simons R. 2002. University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice, „Studies in Higher Education”, nr 1, s. 27–52.
Maclellan E. 2001. Assessment for learning: the differing perceptions of tutors and students, „Assessment and Evaluation in Higher Education”, nr 4, s. 307–318.
Meighan R. 1993. Socjologia edukacji, tłum. E. Kiszkurko-Koziej, Z. Knutsen, P. Kwieciński, Wydawnictwo Uniwersytetu Mikołaja Kopernika, Toruń.
Miller C.M.I., Parlett M. 1974. Up to the mark: a study of the examination game, Society for Research into Higher Education, Guildford.
Nicol D.J, Macfarlane-Dick D. 2006. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, „Studies in Higher Education”, nr 2, s. 199–218, dostępny na: https://www.kau.se/files/2016–12/Nicol%20Feedback%20practise%20Higher% 20Education.pdf (otwarty 15 stycznia 2018).
Niemierko B. 1991. Między oceną szkolną a dydaktyką. Bliżej dydaktyki, WSiP, Warszawa.
Norton L. 2009. Assessing student learning, [w:] A handbook for teaching and learning in higher education, red. H. Fry, S. Ketteridge, S. Marshall, Routledge Taylor and Francis Group, New York–London.
Pauluk D. 2016. Ukryte programy uniwersyteckiej edukacji i ich rezultaty. Doświadczenia studentów pedagogiki, Wydawnictwo Uniwersytetu Jagiellońskiego w Krakowie, Kraków.
Ramsden P. 1997. The context of learning in academic departments, [w:] F. Marton i in., The experience of learning, Scottish Academic Press, Edinburgh, s. 198–216.
Ramsden P. 2003. Learning to teach in higher education, Routledge Falmer, London.
Rowentree D. 1987. Assessing students – how shall we know them?, Kogan Page, London.
Marton F., Säljö R. 1976. On qualitative differences in learning: I–outcome and proces, „British Journal of Educational Psychology”, nr 1, s. 4–11.
Sambell K., McDowell L. 1998. The construction of the hidden curriculum: massages and meanings is the assessment of student learning, „Assessment and Evaluation in Higher Education”, nr 4, s. 391–402.
Sambell K., McDowell L., Brown S. 1997. “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment, „Studies of Educational Evaluation”, nr 4, s. 391–402.
Scouller K. 1998. The influence of assessment method on students’ learning approaches; multiple choice question examinations versus assignment essay, „Higher Education”, vol. 35, s. 453–472.
Snyder B. 1971. Hidden curriculum, MA: MIT Press, Cambridge.
Struyven K., Dochy F., Janssens S. 2005. Students’ perceptions about evaluation and assessment in higher education, „Assessment and Evaluation in Higher Education”, nr 4, s. 325–341.