Assessment Methods in Portuguese Public Universities: A Quantitative Study Eva Lopes Fernandes, Maria Assunção Flores, Irene Cadime, Clara Pereira Coutinho 5-26 DOI: https://doi.org/10.15366/riee2020.13.2.001 PDF (Português (Portugal)) EPUB (Português (Portugal))
Learning Outcomes based Assessment: An Experience at University Eugenio Astigarraga, Arantza Mongelos, Xavier Carrera 27-48 DOI: https://doi.org/10.15366/riee2020.13.2.002 PDF (Español (España)) EPUB (Español (España))
Differences in Childhood Education Degree Students´ Beliefs about Child Autonomy in the First Cycle (0-3 years) according to Gender and Studies of Origin Elena Herrán, Nuria Galende, Gorka Etxebarria 49-65 DOI: https://doi.org/10.15366/riee2020.13.2.003 PDF (Español (España)) EPUB (Español (España))
Authentic Assessment and Learning Oriented Assessment in Higher Education. A Review in International Databases Emilio José Barrientos-Hernán, Víctor M. López-Pastor, Dario Pérez-Brunicardi 67-83 DOI: https://doi.org/10.15366/riee2020.13.2.004 PDF (Español (España)) EPUB (Español (España))
Comprehensive Evaluation of Educational Programs: A New Theoretical Paradigm? Rafael López-Meseguer , Manuel T. Valdés 85-105 DOI: https://doi.org/10.15366/riee2020.13.2.005 PDF (Español (España)) EPUB (Español (España))
The Admission Exam to the National Autonomous University of Mexico: Validity Evidence of a Large Scale High-Stakes Test Melchor Sánchez Mendiola, Manuel García Minjares, Adrián Martínez González, Enrique Buzo Casanova 107-128 DOI: https://doi.org/10.15366/riee2020.13.2.006 PDF (Español (España)) EPUB (Español (España))
