Assessment in Higher Education from the Perspective of Future Teachers – Recognition of the Current Approach and Preferred Changes
Abstract
The article presents the results of a study on assessment in higher education from the perspective of future teachers. The analysis was conducted in two fundamental dimensions: current practices related to assessment and the vision of assessment proposed by the respondents. A Card-Sorting Technique based on the structure of seven-element puzzles was employed, representing selected features distinguishing summative from formative assessment. These features include: the relationship between assessment and the educational process, the purpose of assessment, the role of students in evaluating their progress, instructors’ approach to students’ errors and failures, the provision of feedback, the frequency and continuity of assessment, and its long-term outcomes. The systems arranged by the students enabled the identification of both experienced and preferred components of the process, as well as the assessment of their relative significance. The results revealed the dominance of summative assessment, primarily focused on identifying errors, which respondents also recognized as the foundation of the current assessment model. Simultaneously, they advocated for the inclusion of formative assessment elements, emphasizing its long-term benefits, such as the development of competencies necessary for future educational and professional endeavors. This underscores the growing need to adapt assessment mechanisms to meet the expectations of prospective teachers already at the stage of their education process.
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