Assessment Co-Creation medicated by Technology in Higher Education: Professors’ Perspective
DOI:
https://doi.org/10.12795/revistafuentes.2023.22222Keywords:
co-creation, assesment, Higher Education, technology, perception, professor, university students, case studiesAbstract
This research aims to gain professors’ perceptions on assessment co-creation processes in Technology Enhanced Learning Environments (TELE) in Higher Education. We will present results related to students’ level of participation, and students’, professors’, and ICT’s role in the co-creation process. Furthermore, we will show what students’ and professors’ learnt from this process. To do so, we conducted a qualitative multi-case study and we interviewed six professors (four females and two males) who participated in this research. To analyze data, we used Atlas.ti following the inductive-deductive criteria. It is inferred that professors tend to have a more democratic role whereas students assume a more active one. Also, students’ level of participation seems to be raised. In addition, participants, from their learning in assessment co-creation, revealed some benefits and limitations in the process. On the one hand, professors perceived students' acquisition of practical, reasoning, and professional skills on the part of students. Likewise, teachers reported an increase in evaluation literacy, motivation, and empathy on their part. On the other hand, the teaching staff pointed out as major constraints to the co-creation process the time and organizational factors. Finally, we would like to highlight that this research seeks to contribute to the scarce literature and does not intend to generalize its results.
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