Jagiellonian University Repository

The hidden aspects of academic assessment and its unintended outcomes : the perspective of students

pcg.skipToMenu

The hidden aspects of academic assessment and its unintended outcomes : the perspective of students

Show full item record

dc.contributor.author Pauluk, Dorota [SAP11017893] pl
dc.date.accessioned 2021-01-22T13:32:43Z
dc.date.available 2021-01-22T13:32:43Z
dc.date.issued 2020 pl
dc.identifier.issn 2083-7267 pl
dc.identifier.uri https://ruj.uj.edu.pl/xmlui/handle/item/261294
dc.language eng pl
dc.rights Udzielam licencji. Uznanie autorstwa - Użycie niekomercyjne - Na tych samych warunkach 4.0 Międzynarodowa *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/pl/legalcode *
dc.title The hidden aspects of academic assessment and its unintended outcomes : the perspective of students pl
dc.type JournalArticle pl
dc.description.physical 69-81 pl
dc.description.additional Bibliogr. s. 78-81 pl
dc.identifier.weblink https://bioannales.up.krakow.pl/article/view/8194/7390 pl
dc.abstract.en The aim of this article is to describe the hidden aspects of the academic assessment system and the unintended outcomes. In official curricula, academic teachers include an assessment system which contains, among others, methods, criteria for verifying knowledge and skills, requirements needed to obtain a certain degree and examination conditions. The results of research on the hidden curriculum show that various elements of this system lead to many unintended consequences. Assessment is embedded in a broad educational context, and the elements of the educational process and assessment enter into mutual relations. Moreover, the implementation of planned assessment elements by teachers is always connected with errors and irregularities. Students are constantly evaluated and so they experience the unintended outcomes of this evaluation on a daily basis. Based on my own study - a qualitative analysis of the content of free statements of pedagogy students at one of Poland’s universities - certain shortcomings, inconsistencies and gaps in the scope of assessment as perceived from their perspective have been identified. Based on their subjective experience related to assessment, research participants discovered the unintended outcomes of assessment. They concerned, inter alia, their approaches to academic knowledge, learning, coping strategies and peer relations. pl
dc.subject.en hidden curriculum pl
dc.subject.en assessment pl
dc.subject.en students pl
dc.subject.en unintended outcomes pl
dc.description.number 10 pl
dc.identifier.eissn 2450-3487 pl
dc.title.journal Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia pl
dc.language.container eng pl
dc.date.accession 2020-03-12 pl
dc.affiliation Wydział Filozoficzny : Instytut Pedagogiki pl
dc.subtype Article pl
dc.rights.original OTHER; otwarte czasopismo; ostateczna wersja wydawcy; w momencie opublikowania; 0 pl
dc.identifier.project ROD UJ / OP pl
dc.pbn.affiliation Dziedzina nauk społecznych : pedagogika pl
.pointsMNiSW [2020 A]: 40


Files in this item

This item appears in the following Collection(s)

Udzielam licencji. Uznanie autorstwa - Użycie niekomercyjne - Na tych samych warunkach 4.0 Międzynarodowa Except where otherwise noted, this item's license is described as Udzielam licencji. Uznanie autorstwa - Użycie niekomercyjne - Na tych samych warunkach 4.0 Międzynarodowa