Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

Näsström, Gunilla; Andersson, Catarina; Granberg, Carina; Palm, Torulf; Palmberg, Björn

doi:10.3389/feduc.2021.616216

Cited by 12 publications

(12 citation statements)

References 37 publications

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“…Peer-assessment Feedback: − Correct and accurate feedback [27], [43] formative feedback [30], [35] positive feedback [40], [43] and verbal feedback [43]. − Feedback methods consist of tailoring feedback as well as providing feedback [38] and delivery of feedback [39]. − Teachers conduct assessments by providing feedback to low-achieving students [41].…”

Section: Assessment Diversitymentioning

confidence: 99%

A systematic review on the formative assessment practice in teaching and learning in secondary school

Abd Halim,

Hamzah,

Zulkifli

2024

IJERE

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Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

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Section: Assessment Diversitymentioning

confidence: 99%

A systematic review on the formative assessment practice in teaching and learning in secondary school

Abd Halim,

Hamzah,

Zulkifli

2024

IJERE

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“…Many students who experienced assessment cancellation or change to formative assessment also reported reduced anxiety; this was especially the case with those who underwent adverse personal circumstances. Formative assessments are commonly reported to reduce student stress [41,42]. Others appeared to indicate that increased stress because of assessments during COVID-19 was preferable to the stress resulting from the reduced agency of using past assessments or the lack of validation from not having current knowledge being tested.…”

Section: Assessment Weightingmentioning

confidence: 99%

Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic

et al. 2022

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Background COVID-19 posed many challenges to medical education in the United Kingdom (UK). This includes implementing assessments during 4 months of national lockdowns within a 2-year period, where in-person education was prohibited. This study aimed to identify medical school assessment formats emerging during COVID-19 restrictions, investigate medical students’ perspectives on these and identify influencing factors. Methods The study consisted of two phases: a questionnaire asking medical students about assessment changes they experienced, satisfaction with these changes and preference regarding different assessments that emerged. The second phase involved semi-structured interviews with medical students across the UK to provide a deeper contextualized understanding of the complex factors influencing their perspectives. Results In the questionnaire responses, open-book assessments had the highest satisfaction, and were the preferred option indicated. Furthermore, in the case of assessment cancellation, an increase in weighting of future assessments was preferred over increase in weighting of past assessments. Students were also satisfied with formative or pass-fail assessments. Interview analyses indicate that although cancellation or replacement of summative assessments with formative assessments reduced heightened anxiety from additional COVID-19 stressors, students worried about possible future knowledge gaps resulting from reduced motivation for assessment-related study. Students’ satisfaction level was also affected by timeliness of communication from universities regarding changes, and student involvement in the decision-making processes. Perceived fairness and standardisation of test-taking conditions were ranked as the most important factors influencing student satisfaction, followed closely by familiarity with the format. In contrast, technical issues, lack of transparency about changes, perceived unfairness around invigilation, and uncertainty around changes in assessment format and weighting contributed to dissatisfaction. Conclusions Online open-book assessments were seen as the most ideal amongst all participants, and students who experienced these were the most satisfied with their assessment change. They were perceived as most fair and authentic compared to real-life medical training. We seek to inform educators about student perceptions of successful assessment strategies under COVID-19 restrictions and provide evidence to allow debate on ongoing assessment reform and innovation. While this work looks specifically at assessment changes during COVID-19, understanding factors affecting student perception of assessment is applicable to examinations beyond COVID-19.

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“…Learning motivation is another crucial determinant factor contributing to the gap in students' English competence, as it significantly impacts learners' levels of engagement, tenacity, and eventual achievement in attaining competency in a novel linguistic system (Gunilla et al, 2021). Motivation also plays a significant role in students' active engagement and participation in class activities, directly impacting the effective integration of formative assessment strategies into their learning process, ultimately leading to favourable learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

A Study on Students’ Learning Motivation Across Formative Assessment Training in China's Higher Vocational Colleges

Jiuhong Jiang,

Husain

2024

IJSSBM

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The fast globalisation and the growing significance of English as a worldwide lingua franca have made English language ability a crucial competency in contemporary society. However, a notable disparity in English language proficiency has been observed among EFL students in China’s higher vocational colleges. One of the significant reasons for this phenomenon is the wide use of summative assessment by EFL teachers in China’s higher vocational colleges. Another factor contributing to this gap is students’ low motivation to learn English. The formative assessment training program attempts to empower teachers and students in China’s higher vocational colleges to improve students’ learning motivation and English competence. The present study explores how intrinsic, extrinsic, and motivation interact with learning motivation among EFL students in China’s higher vocational colleges across different phases (before, during, and after) of formative assessment training in China’s higher vocational colleges. This study employs a quantitative research method; 250 EFL students from China’s higher vocational colleges participated. Data was collected by questionnaires before, during, and after formative assessment training. Pls-seem was used to analyze related data. The results indicated a positive relationship between intrinsic, extrinsic, and learning motivation but a negative relationship between motivation and learning motivation before, during, and after formative assessment training among EFL students in China’s higher vocational colleges. The present study's findings also suggested the fluidity of the relationships between intrinsic motivation, extrinsic motivation, motivation, and learning motivation across different training phases. The present study's findings not only enrich our understanding of student’s motivation in the context of formative assessment but also provide deep insight into the effective implementation of formative assessment in China’s higher vocational colleges and beyond.

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Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

Cited by 12 publications

References 37 publications

A systematic review on the formative assessment practice in teaching and learning in secondary school

A systematic review on the formative assessment practice in teaching and learning in secondary school

Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic

A Study on Students’ Learning Motivation Across Formative Assessment Training in China's Higher Vocational Colleges

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