Integration and assessment of students in higher education: case study
DOI:
https://doi.org/10.34630/sensos-e.v6i3.3084Keywords:
Evaluation during the term, Mid-term exams, Approval rates., Approval rates, Evaluation during the term, Higher Education, Integration, Mid-term examsAbstract
Higher Education in Portugal results from the reformulation initiated by the Bologna Declaration (1999). The student-centred training, which gives greater freedom in its training, also requires greater responsibility and introduces continuous assessment as an important parameter in evaluation.
Twenty years after its implementation, the goal of this work is a reflection on the continuous evaluation applied in two cycles of studies taught in School of Engineering- Polytechnic Institute of Porto, at the Degree and in the Master in Civil Engineering (LEC and MEC). The Reports and Syllabus of each curricular unit were analysed, with special focus on continuous evaluation component and approval rate.
The number of the moments of continuous evaluation by means of mid-term exams does not interfere in the approval rate. There is a high number of evaluation moments by mid-term exams in the 1st semester of the 1st year of LEC when compared to the other cases analysed. Thus, it is a way of receiving students that does not contribute to helping the transition between study cycles (secondary / higher) and even compromising their success.
