13 November 2014 | EQAF Paper

From teaching assessment to formative learning assessment

Marta Pile, Isabel Gonçalves, Sofia Sá, João Ribeiro

Abstract

Considering some of the Bologna principles, this paper aims to show the main changes and consequences of the performance assessment system of IST teaching body (QUC, Course Unit Quality), in particular taking into account two key changes of the teaching paradigm (Bologna): placing the student at the heart of the learning process and building up curricula based on competence profiles.  


Relying on a summative approach, the process has undergone deep changes that helped the formative character of the system, by ensuring that a joint systematic reflection of all stakeholders in the teaching and learning process was made, and the corrective actions in accordance with the outcomes.

 

This paper was presented at EQAF and reflects the views of the named authors only.

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