Process-Based Assessment for Professional Learning in Higher Education: Perspectives on the Student-Teacher Relationship

dc.creator	Peter Bergström
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:11Z
dc.date.available	2015-08-12T11:29:11Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/838052307e574a6593784bf833fae85a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30798
dc.description	This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/816/1544
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 11, Iss 2 (2010)
dc.subject	Process-based assessment
dc.subject	power relations
dc.subject	learning process
dc.subject	assessment process
dc.subject	teacher direction
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Process-Based Assessment for Professional Learning in Higher Education: Perspectives on the Student-Teacher Relationship
dc.type	article