Exploring student experiences of assessment in higher education in Scotland and Brazil: embargo or empowerment?

Maria Eugenia Witzler D'Esposito, John McPhee

    Research output: Contribution to conferencePaper

    Abstract

    Education policy in Scotland and Brazil has increased the number of students in higher education institutions (HEIs) presenting challenges in learning and teaching in online, conventional and hybrid contexts. Academic writing remains a key factor in assessment of academic achievement. Using in-depth semi-structured interviews, 14 participants (Scotland n=7, Brazil n=7) who completed assessable written work were interviewed. Using Paulo Freire’s concept of empowerment (1971), this paper explores students’ perceptions of assessment in the two countries. Results presented thematically indicate that perceptions of the purpose of both the assessment and academic qualification are at odds with institutional habitus (Bourdieu, 1984).
    Original languageEnglish
    Publication statusPublished - 2015
    EventICICTE 2015, International Conference on Information Communication Technologies in Education - Kos, Greece
    Duration: 9 Jul 201511 Jul 2015

    Conference

    ConferenceICICTE 2015, International Conference on Information Communication Technologies in Education
    Country/TerritoryGreece
    CityKos
    Period9/07/1511/07/15

    Fingerprint

    Dive into the research topics of 'Exploring student experiences of assessment in higher education in Scotland and Brazil: embargo or empowerment?'. Together they form a unique fingerprint.

    Cite this