Fairness in Blended Assessment in Higher Education – A Quantitative Analysis of Students’ Perception
| dc.contributor.author | Jantos, Anne | |
| dc.contributor.author | Hüttemann, Sebastian | |
| dc.date.accessioned | 2024-02-26T06:55:04Z | |
| dc.date.available | 2024-02-26T06:55:04Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | In higher education, the current method of awarding grades and degrees through summative evaluation is didactically outmoded, leaving students frustrated and dissatisfied (Jantos 2021; Traub & MacRury 1990). Educators in higher education have been reprimanded for failing to adequately address new challenges while continuing to model traditional lecture-based knowledge transfer instruction (Alt 2018; Assen et al. 2016; Alt 2014). As a result, there is a demand for teacher education programs to provide didactics that will improve teachers’ abilities to apply sensible course design and assessment strategies, and so provide their future students with lifetime learning skills that they can use throughout their careers (Major & Mulvihill 2018). ... [Aus: Introduction] | en |
| dc.identifier.uri | https://dl.gi.de/handle/20.500.12116/43707 | |
| dc.language.iso | en | |
| dc.pubPlace | Dresden | |
| dc.publisher | TUDpress - Verlag der Wissenschaften | |
| dc.relation.ispartof | Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022 | |
| dc.subject | Hochschulbildung | |
| dc.subject | Wissenstransfer | |
| dc.subject | Bewertungsstrategien | |
| dc.title | Fairness in Blended Assessment in Higher Education – A Quantitative Analysis of Students’ Perception | en |
| dc.type | Text/Conference Paper |
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