Analysis of students' participation in learning assessment in Higher Education

Analysis of students' participation in learning assessment in Higher Education The research has studied the ways, levels and strategies of students' participation in their learning assessment process at the University of Seville. A survey-study has been carried out by applying two data-collection methods: a scale which aimed to explore how student's participation is promoted through teaching programs, and a questionnaire (teachers' and students' versions) aiming to identify attitudes, beliefs and practices in this topic. Samples were composed of 75 programs (n1), 65 teachers (n2) and 464 students (n3). Results show that a majority of teachers considers students' participation as necessary, though its application in real practice is limited (85% of teachers are the only assessers). In addition, despite of a high percentage of teachers being prone to use self and peer assessment as a way to contrast their own valuations, they are very reluctant to reach to consensus regarding marks with their students.