ABSTRACT

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.

摘要

学科的作用是高等教育评估设计和实施的主要因素。不幸的是，仍然缺乏对不同学科的教师如何进行评估的清晰理解；这些信息可以导致设计更好、重点更突出的教师培训计划。本研究比较了三个项目（体育科学、数学和医学）的评估设计和实施，每个项目代表来自 4 所西班牙大学的一个学科。使用混合方法，分析了来自教学大纲 (N = 385) 和与教师的半结构化访谈 (N = 19) 的数据。结果显示，每个项目在两个主要轴上的评估设计和实施方法不同：评估的总结性或形成性目的，以及基于内容或真实的评估。