Assessment from the student's perspective: Learning, challenges and transformations
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Abstract
Educational assessment has traditionally been conceived as a mechanism aimed at measuring academic performance; however, in various contexts it is still mainly
perceived as a grading tool rather than a formative process. The aim of this study was to analyze assessment from the student’s perspective, identifying learning, challenges, and transformations in the context of the University of Pamplona.
The research was conducted under a qualitative descriptive-interpretative approach, framed within the historical-hermeneutic paradigm. A sample of 30 students participated voluntarily and anonymously. Data were collected through semi-structured interviews and analyzed using categorical matrices to identify patterns and emerging categories.
The results show that students’ perceptions of assessment vary and depend on factors such as the teacher, methodology, and academic context. Emotions such as anxiety, pressure, and fear of failure were identified, as well as positive perceptions of feedback, flexible assessment, and practical activities.
It is concluded that assessment should shift towards formative approaches centered on the student, promoting meaningful learning, critical reflection, and emotional well-being. It also highlights the importance of implementing more flexible assessment practices aligned with current higher education needs.
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