Willingness Towards Continuous Assessment

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/51605
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dc.contributorObservatorio Sociológico de la Educación (OBSOEDU)es
dc.contributorPoblación, Medio Ambiente y Desarrollo (POMADE)es
dc.contributorMarketinges
dc.contributor.authorRuiz-Callado, Raúl-
dc.contributor.authorNicolau, Juan Luis-
dc.contributor.otherUniversidad de Alicante. Departamento de Sociología Ies
dc.contributor.otherUniversidad de Alicante. Departamento de Marketinges
dc.date.accessioned2015-11-24T07:35:19Z-
dc.date.available2015-11-24T07:35:19Z-
dc.date.issued2010-
dc.identifier.citationEDULEARN10 Proceedings: 2nd International Conference on Education and New Learning Technologies, 5-7 July, 2010, Barcelona, Spain. ISBN 978-84-613-9386-2, pp. 6502-6507es
dc.identifier.isbn978-84-613-9386-2-
dc.identifier.issn2340-1117-
dc.identifier.urihttp://hdl.handle.net/10045/51605-
dc.description.abstractAmong the factors that affect the convergence towards the European Higher Education Area, university teaching staff's motivation is fundamental, and consequently, it is crucial to empirically know what this motivation depends on. In this context, one of the most relevant changes in the teacher-student relationship is assessment. In fact, the transition from a static assessment -focused on only one temporal point (final exam)- to a dynamic assessment, will require changes in thought and action, both on the part of teachers and students. In this line, the objective of this paper is to analyze the determinants of teaching staff's predisposition to the continuous assessment method. Specifically, we consider the following explanatory dimensions: teaching method used (which measures their degree of involvement with the ongoing adaptation process), type of subject (core, compulsory and optional), and teacher's personal characteristics (professional status and gender). The empirical application carried out at the University of Alicante uses Logit Models with Random Coefficients to capture heterogeneity, and shows that "cooperative learning" is a clear-cut determinant of "continuous assessment" as well as "continuous assessment plus final examination". Also, a conspicuous result, which in turn becomes a thought-provoking finding, is that professional status is highly relevant as a teacher's engagement is closely related to prospects of stability. Consequently, the most relevant implications from the results revolve around the way academic institutions can propose and implement inducement for their teaching staff.es
dc.languageenges
dc.publisherIATED, International Association of Technology, Education and Developmentes
dc.rights© 2010, IATEDes
dc.subjectContinuous assessmentes
dc.subjectEuropean Higher Education Areaes
dc.subjectTeaching staffes
dc.subject.otherSociologíaes
dc.subject.otherComercialización e Investigación de Mercadoses
dc.titleWillingness Towards Continuous Assessmentes
dc.typeinfo:eu-repo/semantics/conferenceObjectes
dc.peerreviewedsies
dc.relation.publisherversionhttp://library.iated.org/view/RUIZ2010WILes
dc.identifier.cvIDA8083306-
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
Appears in Collections:INV - MKT - Comunicaciones a Congresos, Conferencias, etc.
INV - OBSOEDU - Comunicaciones a Congresos, Conferencias, etc.
INV - PMD - Comunicaciones a Congresos, Conferencias, etc.
INV - SOC-INNOVA - Comunicaciones a Congresos, Conferencias, etc.

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