@article {1264,
	title = {COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {Febrary/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {61-79},
	abstract = {Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics{\textquoteright} evolution, practice, benefits, and trends, a systematic literature review on rubrics{\textquoteright} design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics{\textquoteright} design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students{\textquoteright} progression, educator{\textquoteright}s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade.},
	keywords = {competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.61},
	url = {http://oaji.net/articles/2020/457-1581494848.pdf},
	author = {Katherina Gallardo}
}
@article {1218,
	title = {EFFICIENCY OF PUBLIC SPENDING ON HIGHER EDUCATION: A DATA ENVELOPMENT ANALYSIS FOR EU-28},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {396-409},
	abstract = {One of the main goals of education policy is to enhance educational outcomes. If resources are used inefficiently, they will fail to maximise those outcomes. Data Envelopment Analysis was used to calculate technical efficiency of public spending on education for EU-28 using the latest higher education statistics available. Focusing on European higher education, conceptual and methodological issues related to the measurement and analysis of efficiency were discussed. The most efficient countries are identified and also countries for which real efficiency improvements are possible. A novel set of variables is used to highlight more appropriately the distinctiveness of the higher education sector and the relationship between input and outputs. The advantage of using Data Envelopment Analysis is that it identifies the best performing decision, making units and not the averages. This type of information about the efficiency of public spending on education is of importance to many parties. It can be used to promote {\textquoteleft}yardstick{\textquoteright} competition in the areas of education where the lack of market mechanisms is apparent, guide policy proposals, and to enhance the monitoring of education. },
	keywords = {data envelopment analysis, efficiency in education, European Union, higher education, public spending},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.396},
	url = {http://oaji.net/articles/2019/457-1561382224.pdf},
	author = {Maja Mihaljevic Kosor and Lena Malesevic Perovic and Silva Golem}
}
@article {573,
	title = {ACADEMIC SATISFACTION AS AN AMPLIFIER OF THE ORGANIZATIONAL INTELLECTUAL CAPITAL},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {58-71},
	abstract = {In this paper data will be provided from an ongoing study on academic satisfaction in Portuguese higher education. The realization of this study is providing a diverse range of information on multiple dimensions of the faculty job in higher education, in particular dimensions of satisfaction, as well as dimensions of the academic career and the professional context in which it is exercised. In the context of this paper we will discuss particularly the academic job satisfaction as an amplifier of the organizational intellectual capital within the Portuguese higher education institutions. 
 The research is being carried out at the Center for Research on Higher Education Policies (CIPES) and is being financed by Foundation for Science and Technology. The main research objectives are as follows:
 RO1: Determine the dimensions associated with job satisfaction of the academic staff;
 RO2: Analyze how job satisfaction differs among sub-groups of academics {\textendash} sex, degree of education and institutional type. 
 The main conclusions are that academics are in general satisfied with their jobs but not very or extremely satisfied. Academics more dissatisfied were those with a higher degree of education (PhD) and those teaching in public higher education institutions, especially those in public universities. Academics are more satisfied with {\textquotedblleft}Non academic staff (administrative staff, technical and laboratorial staff){\textquotedblright}, {\textquotedblleft}Teaching Climate{\textquotedblright} and {\textquotedblleft}Colleagues{\textquotedblright} and express dissatisfaction with {\textquotedblleft}Research Climate{\textquotedblright} and {\textquotedblleft}Conditions of Employment{\textquotedblright}.
The results are intended as an aid in identifying areas for improvement and, consequently, this data can be used to shape policies and change, promoting the organizational intellectual capital.},
	keywords = {higher education, intellectual capital, job satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.58},
	url = {https://oaji.net/articles/2014/457-1406541524.pdf},
	author = {Maria de Lourdes  Machado-Taylor and Od{\'\i}lia Maria  Rocha Gouveia}
}
