Between the Normative and the Interpretive Approach: Student Performance Online Evaluation Challenges in Journalism and Communication Higher Education
Keywords:online student evaluation, normative, interpretive, measurement, appreciation
n times of pandemic, higher education programmes had to switch quite unexpectedly from educational strategies and techniques that applied within a classical kind of college environment, to the online platforms.
If all sorts of platforms proved feasible for seminars, in the case of courses and evaluation activities, some difficulties were encountered and, consequently, demanded special concern and conjugated efforts to roll things out through the thick and thin of a period that required a high level of adaptability on the part of higher education leadership and management, as well as on the part of professors and students.
A survey addressed to the students and to the professors at the University of Bucharest, College of Journalism and Communication Studies revealed intriguing information regarding our main topic, that of the online student performance evaluation challenges in the journalism and communication higher education in Romania. The response of the majority of the professors to such an unexpected turnout in education within the context of the pandemics was that of a spectacularly more flexible approach mostly to the assessment of student performance, our topic at stake for this research endeavour.
Within our research focus, the student and professor preference for measurement and for a normative approach to online evaluation, on the one hand, versus the option for appreciation within an interpretive approach, on the other hand, may account for interesting developments in the educational system of the near future that we seem to have stepped in quite abruptly due to the pandemic.
Bruner, J. S. (1960/2011). The Process of Education. A Landmark in Educational Theory (5th ed.). Harvard University Press.
Goodwin, L. D. (2002). Changing Conceptions of Measurement Validity: An Update on the New Standards. Journal of Nursing education, 41(3), 100-106. https://doi.org/10.3928/0148-4834-20020301-05
Hollister, K. K., & Berenson, M. L. (2009). Proctored Versus Unproctored Online Exams: Studying the Impact of Exam Environment on Student Performance. Decision Sciences Journal of Innovative Education, 7(1), 271-294. https://doi.org/10.1111/j.1540-4609.2008.00220.x
Langbein, L. (2008). Management by Results: Student Evaluation of Faculty Teaching and the Mis-measurement of Performance. Economics of Education Review, 27(4), 417-428.
Lueg, K. (2014). Performance Measurement at Universities: Studying Function and Effect of Student Evaluations of Teaching. Journal of Organisational Knowledge Communication I(I), 48-97. https://doi.org/10.7146/jookc.v1i1.18908
Neill, J. (2006). Analysis of Professional Literature Class 6: Qualitative Research I. http://wilderdom.com/OEcourses/PROFLIT/Class6Qualitative1.htm#Paradigms.
Stewart, A., & Deon, N. (2009). Blended and online learning: student perceptions and performance, Interactive technology and smart education, 6(3), 140-155. https://doi.org/10.1108/17415650911005366
Ulloa Cazares, R. L., & Lopez Martin, C. (2018). Neural Networks for Predicting Student Performance in Online Education. IEEE Latin America Transactions, 16(7), 2054 -2061. https://doi.org/10.1109/TLA.2018.8447376
How to Cite
Copyright (c) 2022 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs