<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Roni Tinell</style></author><author><style face="normal" font="default" size="100%">Mervi A. Asikainen</style></author><author><style face="normal" font="default" size="100%">Pekka E. Hirvonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational programmes</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">international students</style></keyword><keyword><style  face="normal" font="default" size="100%">postgraduate studies</style></keyword><keyword><style  face="normal" font="default" size="100%">views of assessment</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1498501191.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7111</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The way teachers view assessment has a considerable impact on their practice of assessment.  Student perceptions of assessment, in turn, affect the ways in which they take advantage of its potential to direct their learning processes and to develop metacognitive skills. In this research, physics teachers and international postgraduate students at a Finnish university were surveyed for their views of assessment.  The teachers were found to use assessment in a restricted fashion, which indicates that their conceptions of assessment are also limited in scope.  The international students appeared to have a loose grasp of the concepts pertaining to assessment.  Furthermore, clear differences were found in the purposes ascribed to assessment by the teachers and students.  The implications of the findings are discussed and suggestions are made for the development of assessment practices to ensure a better use of its potential as a tool for achieving learning objectives.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">270-287</style></section></record></records></xml>