Review article
CONTEMPORARY TEACHING METHODS AND KNOWLEDGE ASSESSMENT METHODS IN HIGHER EDUCATION FROM THE VIEWPOINT OF STUDENTS
Tomaž Zupančić
; Učiteljski fakultet Sveučilišta u Mariboru, Slovenija
Abstract
In Slovenia, the Bologna reform of higher education began in 2004 with the adoption of the Higher Education Act. The first reformed study programmes at the Faculty of Education of the University of Maribor came to life in 2009. The main changes resulting from the Bologna process related to the adoption of the three‐cycle structure of study programmes and the introduction of the credit system (ECTS). The changes also covered other study segments such as teaching and knowledge assessment methods. In addition to conventional methods, interactive methods, independent work,collaborative and other methods supplementing traditional forms are emphasised. Our study focused on students’ attitudes towards contemporary teaching and knowledge assessment methods. The sample comprised 55 students of the first‐cycle study programmes of Preschool Education and of Fine Arts Education of the Faculty of Education of the University of Maribor in the 2015/16 academic year. A closed‐type questionnaire was used. It has been established that students highly value teacher‐directed learning, lectures and various forms of practical work. With regard to contemporary methods, they emphasise discussion, cooperative learning, and project work. Among the knowledge assessment methods, the greatest value is attributed to various written reports and the written exam. Students also attribute a high value to the assessment of student work folders or portfolios and to various types of assessment of active participation at lectures and in practical work.
Keywords
assessment methods; Bologna reform; higher education didactics; teaching methods; university education
Hrčak ID:
176885
URI
Publication date:
15.12.2016.
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