Estratégias para promover a agência do estudante no processo de avaliação e feedback digital

Diogo Casanova

doi:10.21814/rpe.23750

Authors

Diogo Casanova Universidade Aberta

DOI:

https://doi.org/10.21814/rpe.23750

Keywords:

Student agency, Digital assessment, Feedback, Pedagogy

Abstract

Digital assessment and feedback have been seen as growing themes of research in recent years, particularly in higher education. Within these themes, the role of the student agency in assessment and feedback is considered a relevant area, especially bearing in mind the context of higher education, in which it is intended that students develop lifelong learning skills. In this research we intend to investigate whether teachers are available to let go of some of their existing power in the assessment process to the student. Furthermore, we intent to understand which strategies are identified by teachers to promote this new student role in digital assessment. Using a qualitative methodology, 58 teachers participated in creative-led focus-groups in which, in addition to being involved in discussions about their practices, they were asked to find new pedagogical and technical solutions for improving their digital assessment practices. Based on this discussion, we identify a set of recommendations to promote student agency in digital assessment and feedback, organised under three themes: (i) preparation for the assessment; (ii) formative assessment; and (iii) feedback after submission.

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