Recommendations and resources for online assessment
The vice-rectorʼs offices for Teaching and Academic Planning and Quality wrote the text Recommendations and resources for online assessment (in Catalan). The aim of this guide is to describe resources and tools so that the teaching staff of the University of Barcelona can adapt their face-to-face learning activities into the virtual context.
The Document de treball sobre lʼavaluació univesitaria no presencial text, approved by the twelve Catalan universities, states that the achievement of competences is the core of the academic progress and this takes place gradually over the course of a degree, in which the evaluation is not the final aim but the strategy to guarantee such achievement. Therefore, students do not have to learn in order to pass, but the assessment is the process to regulate their learning based on the provided proof of their knowledge.
From this perspective, evaluation activities planned in face-to-face modality have to be adapted to the new context in an efficient way, fitting the reality of the context. This is why the guideline gathers proposals, formats and models for evaluation, in order to guide the teaching staff in this sudden situation of online teaching.
The vice-rectorʼs offices for Teaching and Academic Planning and Quality wrote the text Recommendations and resources for online assessment (in Catalan). The aim of this guide is to describe resources and tools so that the teaching staff of the University of Barcelona can adapt their face-to-face learning activities into the virtual context.
The Document de treball sobre lʼavaluació univesitaria no presencial text, approved by the twelve Catalan universities, states that the achievement of competences is the core of the academic progress and this takes place gradually over the course of a degree, in which the evaluation is not the final aim but the strategy to guarantee such achievement. Therefore, students do not have to learn in order to pass, but the assessment is the process to regulate their learning based on the provided proof of their knowledge.
From this perspective, evaluation activities planned in face-to-face modality have to be adapted to the new context in an efficient way, fitting the reality of the context. This is why the guideline gathers proposals, formats and models for evaluation, in order to guide the teaching staff in this sudden situation of online teaching.