Search

As the debate on data in the society and in education grows the attention on data-trace as 'primary material' for governance, educational quality and innovation falls under the spotlights. In this context, HEIs have been put under pressure to adopt quantitative metrics and evaluation approaches enhancing the massive collection of trace data. Nonetheless, each university overall, and the academics specifically, might respond differently to this context of innovation. The present article aims to explore data practices in two higher education institutions. Two relevant areas for the imaginaries related to data and quantification were explored: (a) evaluation of quality in teaching and learning; (b) data to support assessment. The study is based on a survey distributed to the whole university teaching staff of two institutions. Descriptive and inferential statistics comparing multivariate sample means (MANOVA) were applied to 601 responses collected. The results indicated the prevalence of institutionally consolidated data practices relative to quality teaching evaluation, with fragmentation and isolation in some emerging data practices connected to decision-making and teaching and learning. Moreover, each of the universities revealed distinct institutional profiles which could be put in connection with the organisational culture. The results are discussed in light of the potential strategies at the institutional level, particularly regarding faculty development as means to build a visible, contextualised data culture.

The spread of COVID-19 pandemic upturned higher education routines, inducing a shift to online learning which sometimes translated into a huge leap towards didactic experimentation. While exposing critical issues in existing teaching methodologies and assessment processes, such emergency distance education condition could spark meaningful educational innovation. This paper describes an international study engaging teachers of professionalizing courses in the educational area across the world (N=120). The aim was to investigate their perception of the induced distance education in terms of teaching methodology and assessment practices. Emerging findings indicate a silver lining in the midst of the pandemic storm, as teaching practices gear more towards being student-centred.

This work discusses the professional outcomes of University of Padova graduates in academic year 2007/08. Its aim was to carry out an overall assessment of higher education professional outcomes, involving all the main actors of the learning process, students, teachers and tutors, in a perspective of participatory evaluation, to improve teaching and tutoring. The research design complements qualitative and quantitative approaches to data analysis. First, professional outcomes were analyzed according to longitudinal survey data, on a random sample of 210 graduates in Educational Sciences, interviewed within three years of obtaining their degree. The results of two parallel studies, sequential to the quantitative survey, are presented, involving 98 professors and 10 tutors in evaluation of professional outcomes. In particular, discourse analysis was applied to actors' free answers during semi-structured interviews, which focused on positive aspects and criticism of the courses analyzed, and potential improvements to them.

Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback in favour of its dialogic function introduces new reflections concerning the internal generative feedback process. In this regard, Nicol [(2020). The power of internal feedback: Exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. ; (2021). Guiding learning by activating students' inner feedback. Times Higher Education] outlines the concept of self-feedback, i.e., the continuous comparative process that students produce from various external information and sources triggering internal feedback. In this context, the present research aims to explore students' perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view, and researching the relationships between different individual characteristics. The results show that students' individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations. [ABSTRACT FROM AUTHOR]

As the debate on data in the society and in education grows the attention on data‐trace as 'primary material' for governance, educational quality and innovation falls under the spotlights. In this context, HEIs have been put under pressure to adopt quantitative metrics and evaluation approaches enhancing the massive collection of trace data. Nonetheless, each university overall, and the academics specifically, might respond differently to this context of innovation. The present article aims to explore data practices in two higher education institutions. Two relevant areas for the imaginaries related to data and quantification were explored: (a) evaluation of quality in teaching and learning; (b) data to support assessment. The study is based on a survey distributed to the whole university teaching staff of two institutions. Descriptive and inferential statistics comparing multivariate sample means (MANOVA) were applied to 601 responses collected. The results indicated the prevalence of institutionally consolidated data practices relative to quality teaching evaluation, with fragmentation and isolation in some emerging data practices connected to decision‐making and teaching and learning. Moreover, each of the universities revealed distinct institutional profiles which could be put in connection with the organisational culture. The results are discussed in light of the potential strategies at the institutional level, particularly regarding faculty development as means to build a visible, contextualised data culture. [ABSTRACT FROM AUTHOR]

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite well-documented promises of peer assessment, it is still unclear how peer assessment works and what contributes to students' learning gains. In order to identify cognitive processes that lead to learning enhancement, this study examined 41 students' responses to online surveys and also their online written interactions when they participated in a peer assessment activity. Data analysis revealed that students were engaged in various learning processes in the phases of giving and receiving feedback. While students acknowledged that both phases contributed to their learning, a greater number of students indicated that they perceived more learning benefits from giving feedback rather than receiving feedback. Interpretations and implications were discussed. [ABSTRACT FROM AUTHOR]

An editorial is presented on the movement to give students and student teachers a voice in their education. Topics include the use of educational technologies and online social networks in student teaching and learning. The author presents the view that technology-enhanced learning environments help to increase student participation and engagement in the learning process and in their communities.