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- Online peer assessment in a first cycle university degree: which challenges?Publication . Relvas, Maria de Jesus; Pinto, Maria do Carmo Teixeira; Oliveira, Isolina; Pereira, AldaAuthenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts, and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: 1) to identify peer assessment potentialities and constraints in first cycle university degrees; 2) to analyse the questions that are brought forward among students by the application of a scoring rubric; 3) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.
- Evaluating continuous assessment quality in competence-based education online : the case of the e-FolioPublication . Relvas, Maria de Jesus; Pereira, Alda; Oliveira, Isolina; Tinoca, Luís; Amante, Lúcia; Pinto, Maria do Carmo Teixeira; Moreira, DarlindaThe pedagogical model, in use at Universidade Aberta (UAb) since 2007, is based on four cornerstones: student-centered learning; flexibility; interaction; digital inclusion. The cornerstone of digital inclusion is particularly important in the context of a fully virtual learning environment such as the one offered at UAb. The article was the result of a research project developed at the Distance Education Laboratory (LE@D – Laboratório de Educação a Distância) of UAb, focused on assessment issues, namely the two main types of instruments (e-folios and p-folios) used in undergraduate fully online courses at UAb. The research work developed by the team (Alda Pereira; Isolina Oliveira; Luís Tinoca; Lúcia Amante; Maria de Jesus C. Relvas; Maria do Carmo T. Pinto; Darlinda Moreira), whose members produced this paper, was particularly focused on the e-folio which a) is a short digital document; b) should clearly demonstrate the student’s acquired or developed given competence; c) may include a critical reflection about the student’s own learning, or a report about field work, or a problem solving activity, or a reading review, or the production of an artifact. Two main research questions were therefore asked, as a basis for both the whole project and this paper: 1) what relationship is there between the concept of competence being used in the e-folios and our current working definition? 2) what are the main characteristics of the e-folios? The research is based on the analysis of a pool of 35 e-folios collected within a sample of volunteer teachers, representing seven different scientific areas (education; languages; culture; literature; natural sciences; economy; documental sciences), preceded by a group discussion and clarification period around the concept of competence, and followed up by the creation of an analysis grid centered on the following criteria: the course competences; the e-folio competences; types of competences; the assignment; types of task; assessment criteria; instructions; resources; timetable; and structure. From the analysed e-folios, it becomes clear that the assessed competences were all framed by the concept of competence assumed by this research group, although they are not always presented with a clear formulation; it also becomes clear that the most valued type of competence was “problem solving”, with a recurrent use of textual based resources, and that there were several interpretations of what an e-folio may be.