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
CountryGreece
CityKos
Period9/07/1511/07/15

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embargo
empowerment
Brazil
education
experience
student
academic achievement
qualification
Teaching
interview
learning

Cite this

Witzler D'Esposito, M. E., & McPhee, J. (2015). Exploring student experiences of assessment in higher education in Scotland and Brazil: embargo or empowerment?. Paper presented at ICICTE 2015, International Conference on Information Communication Technologies in Education, Kos, Greece.
Witzler D'Esposito, Maria Eugenia ; McPhee, John. / Exploring student experiences of assessment in higher education in Scotland and Brazil : embargo or empowerment?. Paper presented at ICICTE 2015, International Conference on Information Communication Technologies in Education, Kos, Greece.
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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).",
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Witzler D'Esposito, ME & McPhee, J 2015, 'Exploring student experiences of assessment in higher education in Scotland and Brazil: embargo or empowerment?' Paper presented at ICICTE 2015, International Conference on Information Communication Technologies in Education, Kos, Greece, 9/07/15 - 11/07/15, .

Exploring student experiences of assessment in higher education in Scotland and Brazil : embargo or empowerment? / Witzler D'Esposito, Maria Eugenia; McPhee, John.

2015. Paper presented at ICICTE 2015, International Conference on Information Communication Technologies in Education, Kos, Greece.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Exploring student experiences of assessment in higher education in Scotland and Brazil

T2 - embargo or empowerment?

AU - Witzler D'Esposito, Maria Eugenia

AU - McPhee, John

PY - 2015

Y1 - 2015

N2 - 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).

AB - 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).

M3 - Paper

ER -

Witzler D'Esposito ME, McPhee J. Exploring student experiences of assessment in higher education in Scotland and Brazil: embargo or empowerment?. 2015. Paper presented at ICICTE 2015, International Conference on Information Communication Technologies in Education, Kos, Greece.