Perceptual differences between lecturers and students in university assessment processes
Marta Salvucci, Mirko Susta
This paper analyses the role of assessment and self-assessment of learning in the university context, highlighting their central importance for both students and lecturers. In the Italian university context, assessment, understood as the attribution of value, remains somewhat opaque due to a lack of a shared culture surrounding this practice and the limited use of supporting tools. This often gives rise to negative emotions and difficulties in understanding its purpose. It therefore highlights the need for faculty development programmes focused on «assessment literacy» in order to improve the assessment skills of university lecturers and encourage the development of self-assessment among students. The survey conducted at the University of Urbino Carlo Bo, involving 1030 students and 110 university professors, highlights significant differences in the perception of assessment, confirming the urgent need for more transparent practices geared towards improving the quality of learning.
Keywords
Assessment, Self-assessment, University, Faculty Development, Questionnaire.
