A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education

Dunn, Karee E.; Mulvenon, Sean W.

doi:10.7275/jg4h-rb87

Cited by 72 publications

(21 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This definition acknowledges the performance of authentic tasks (Mueller, 2005) and emphasises the practical application of tasks within a real-world setting (Fook & Sidhu, 2010). Moreover, authentic assessment can enhance instructional practices and fill gaps in the curriculum resulting in increased student performance (Dunn & Mulvenon, 2009).…”

Section: The Rationale For Authentic Assessment In the Curriculummentioning

confidence: 99%

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Manville

Donald²,

Eves

2022

GJSD

View full text Add to dashboard Cite

The purpose of this paper is to explore whether embedding authentic assessment into the university curriculum can enhance the employability of business school students. Three research questions are addressed: (1) What is the rationale for authentic assessment in the curriculum?, (2) What are the opportunities for authentic assessment to enhance the employability of students?, and (3) What are the challenges of embedding authentic assessment into the university curriculum? The findings indicate that authentic assessment has the potential to increase the employability of students graduating from university business schools. The opportunity to develop human capital, collaborate with fellow students and solve real-world problems can help students to develop and signal their employability to prospective employers. However, lecturers and administrative staff require additional time to plan and deliver modules using this form of assessment. Students also need to be convinced of the benefits of the extra time investment if the module is not a compulsory component of their degree course. Our paper proposes that authentic assessment should be utilised to a greater extent by university business schools. The benefits of such an approach can transcend students, graduates, universities, organisations, and broader society. Directions for future research are also discussed to maximise the benefits of authentic assessment and seek to reduce the barriers to embedding authentic assessment in the curriculum.

show abstract

Section: The Rationale For Authentic Assessment In the Curriculummentioning

confidence: 99%

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Manville

Donald²,

Eves

2022

GJSD

View full text Add to dashboard Cite

show abstract

“…However, there is still much debate about FA. A review of the FA literature shows that there is no consistent discourse or approach in trying to demonstrate the positive effects of FA (Dunn & Mulvenon, 2009). Ruth Butler pointed out that focusing on points or assessment can have a damaging effect on students.…”

Section: Formative Assessment (Fa)mentioning

confidence: 99%

Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning

Liu

Zhang

2022

JEELR

View full text Add to dashboard Cite

Online learning is increasingly popular as the pandemic spreads around the globe. This shift in learning preferences presents opportunities and difficulties for the assessment of learning. As a method of assessment used throughout the learning process, formative assessment can encourage students' interest in learning, enhance learning outcomes, support teachers' strategic planning and maximize teaching results. However, the effectiveness of online formative assessment has been questioned. This study uses a qualitative research methodology based on Grounded Theory to analyze the validity of formative assessment in online learning by examining the factors unique to online learning that affect it. After reviewing previous studies and interviewing 45 online learners, this paper three-level-coded the sources and analyzed them. Findings show that the validity is influenced by the lack of functional alienation caused by the effects of the subject's emotional game and adaptability, objective environment and technology and poor interaction. To help implement formative assessment in real classroom practices, two models were established based on the findings, namely the Formative Assessment Model (FAM) and Online Formative Assessment Validity Model (OFAV). This study asks about the influence factors and explores how much the validity of formative assessment shows in online practice, and provides new feasible ideas and suggestions for the future development of the field of educational assessment.

show abstract

“…In fact, when it comes to the effectiveness of FA practices, it is mainly Black and William (1998) study that was mostly referred to where researchers reviewed more than 250 articles that investigated the issue of FA reaching the conclusion that the research they reviewed "shows conclusively that FA does improve learning," and that the improvements in students' achievement were "amongst the largest ever reported" (p. 61). On the other hand, in their critical analysis of the literature regarding FA, Dunn and Mulvenon (2009) asserted that a significant number of the selected articles in Black and William (1998) seminal work were criticized on the basis of serious methodological concerns. To mention for example, Fuch and Fuch's (1986) meta-analysis examining the impact of FA practices on student achievement, this study was criticized on the basis of the selected population as 83% were students of special needs (handicapped) which compromises the generalizability of its findings.…”

Section: Literature Review: Formative Assessmentmentioning

confidence: 99%

Secondary School EFL Teachers’ Formative Assessment Practices and Their Impact on Learning

Hmida

2022

IJSSR

View full text Add to dashboard Cite

The positive impact of formative assessment (FA) on learning was taken as a conventional wisdom in education for decades, yet the empirical evidence supporting its prospective benefits on learning especially from students’ perspectives remains distinctively lacunary. To fill this gap, this research project aimed at examining the FA practices employed by Tunisian EFL teachers and their impact on students’ learning by putting students’ perspectives at the center of the debate. Semi-structured interviews (n = 5) were addressed to 5 secondary school teachers to examine the FA practices they implemented in their classrooms. Students (n = 100) were administered an internet-based survey to probe their insights as to the impact of these practices on their learning. To cross-check students’ answers to the internet-based survey, comparisons of their test scores between two summative tests (STs) occurring before and after the implementation of the specific FA practices were conducted. Major results showed that EFL teachers referred to providing their students with oral and written feedback, sharing with them the used assessment criteria, and enhancing peer and self-assessment. While students believed that these FA practices are helpful as they enabled them to determine their strengths and weaknesses and to identify what to do to improve their learning, no significant improvement was found in students’ test scores between the two STs. Moreover, students seem to always favor their teachers’ assessment over that of their peers or themselves. These results challenge the entrenched beliefs about FA as the ultimate tool to enhance students’ learning outcomes and open up more venues for further research that land more powerful empirical support for its prospective benefits on learning.

show abstract

A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education

Cited by 72 publications

References 22 publications

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning

Secondary School EFL Teachers’ Formative Assessment Practices and Their Impact on Learning

Contact Info

Product

Resources

About