2026-08-20T02:03:15Zhttps://docta.ucm.es/rest/oai/requestoai:docta.ucm.es:20.500.14352/888842025-03-18T18:57:05Zcom_20.500.14352_14col_20.500.14352_15
Docta Complutense
author
García Pérez, Daniel
author
Fernández Ruiz, Javier
author
Panadero, Ernesto
2023-11-21T12:28:59Z
2023-11-21T12:28:59Z
2021
Fernández-Ruiz, J., Panadero, E., & García-Pérez, D. (2021). Assessment from a disciplinary approach: design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice, 28(5-6), 703-723.
0969-594X
10.1080/0969594X.2021.1999210
https://hdl.handle.net/20.500.14352/88884
1465-329X
https://doi.org/10.1080/0969594X.2021.1999210
The role of the academic discipline is a major factor in the assessment design and implementation in higher education. Unfortunately, a clear understanding of how teachers from different disciplines approach assessment is still missing; this information can lead to teacher training programmes that are better designed and more focussed. The present study compared assessment design and implementation in three programmes (sport science, mathematics, and medicine) each representing a discipline from 4 Spanish universities. Using a mixed-methods approach, data from syllabi (N = 385) and semi-structured interviews with teachers (N = 19) were analysed. The results showed different approaches to assessment design and implementation in each programme in two main axes: summative or formative purposes of assessment, and content-based or authentic assessment. Implications for further research are discussed.
eng
Attribution-NonCommercial-NoDerivatives 4.0 International
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes
journal article
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057_Fernandez_Ruiz_et_al_2021_Assessment_from_a_disciplinary_approach.pdf.txt
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https://docta.ucm.es/bitstreams/b85996c6-01a2-48a5-917f-0c8bbe82f822/download
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Assessment_from_a_disciplinary_approach.pdf.txt