Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

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’ rol...

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Autor principal:	Peter Bergström
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	process-based assessment power relations learning process assessment process teacher direction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0068ad7d85ff4afebf1aed9509cd1f15
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spelling	oai:doaj.org-article:0068ad7d85ff4afebf1aed9509cd1f152021-12-02T17:00:38ZProcess-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship10.19173/irrodl.v11i2.8161492-3831https://doaj.org/article/0068ad7d85ff4afebf1aed9509cd1f152010-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/816https://doaj.org/toc/1492-3831This 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.Peter BergströmAthabasca University Pressarticleprocess-based assessmentpower relationslearning processassessment processteacher directionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	process-based assessment power relations learning process assessment process teacher direction Special aspects of education LC8-6691
spellingShingle	process-based assessment power relations learning process assessment process teacher direction Special aspects of education LC8-6691 Peter Bergström Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
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.
format	article
author	Peter Bergström
author_facet	Peter Bergström
author_sort	Peter Bergström
title	Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
title_short	Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
title_full	Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
title_fullStr	Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
title_full_unstemmed	Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship
title_sort	process-based assessment for professional learning in higher education: perspectives on the student-teacher relationship
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/0068ad7d85ff4afebf1aed9509cd1f15
work_keys_str_mv	AT peterbergstrom processbasedassessmentforprofessionallearninginhighereducationperspectivesonthestudentteacherrelationship
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Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

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