<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Assessing students’ knowledge and skills has been widely discussed among educators. The present study investigates lecturers’ and learners’ views on the assessment practices implemented in two higher education institutions. Their perceptions on providing feedback, variety of assessment tasks, use of peer-evaluation, and promotion of learning through the assessment activities have been explored. Twenty-one students and thirteen teachers from the Uzbek university and ten students and eight lecturers from the Latvian university participated in the semi-structured interviews. The comparative analysis revealed participants’ similar opinions on the importance of varying assessment assignments and feedback-giving practices. However, different views on the peer review, assessment and students’ learning processes were observed. The study has identified that despite some differences teachers at both universities promote sustainable assessment practices.</p>
</abstract>

Assessing students’ knowledge and skills has been widely discussed among educators. The present study investigates lecturers’ and learners’ views on the assessment practices implemented in two higher education institutions. Their perceptions on providing feedback, variety of assessment tasks, use of peer-evaluation, and promotion of learning through the assessment activities have been explored. Twenty-one students and thirteen teachers from the Uzbek university and ten students and eight lecturers from the Latvian university participated in the semi-structured interviews. The comparative analysis revealed participants’ similar opinions on the importance of varying assessment assignments and feedback-giving practices. However, different views on the peer review, assessment and students’ learning processes were observed. The study has identified that despite some differences teachers at both universities promote sustainable assessment practices.

Towards Sustainable Assessment in Higher Education: Teachers’ and Students’ Perspectives

Westminster International University in Tashkent

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Assessing students’ knowledge and skills has been widely discussed among educators. The present study investigates lecturers’ and learners’ views on the...

Towards Sustainable Assessment in Higher Education: Teachers’ and Students’ Perspectives

Data publikacji: 14 cze 2022

Zakres stron: 88 - 103

DOI: https://doi.org/10.2478/dcse-2022-0008

Słowa kluczowe
sustainable assessment, assignments, higher education, feedback, peer review, learning process, continuous assessment

© 2022 Liliya Makovskaya, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Towards Sustainable Assessment in Higher Education: Teachers’ and Students’ Perspectives

Data publikacji: 14 cze 2022

Zakres stron: 88 - 103

DOI: https://doi.org/10.2478/dcse-2022-0008

Słowa kluczowesustainable assessment, assignments, higher education, feedback, peer review, learning process, continuous assessment

© 2022 Liliya Makovskaya, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
sustainable assessment, assignments, higher education, feedback, peer review, learning process, continuous assessment