Education students and their teachers: comparing views on participative assessment practices

Making Sense of Assessment Feedback in Higher Education

“…Alignment of peer assessment with other dimensions of the learning environment is important. Brew, Riley, and Walta (2009) argued that to optimize the use of participative assessment, staff need to better prepare their students by modeling and communicating their reasons for adopting such practices. For Vickerman (2009), the design and structure of peer assessment need to ensure that students learn to appreciate the technicalities and interpretation of assessment criteria, alongside making sound judgments about subject content.…”

Conceptions and Practices of Assessment in Higher Education: A Study of Portuguese University Teachers

“…Thus, summative assessment entails a sum of a course, performed at a given time, being an assessment that measures results achieved by the students (Light & Cox, 2003). Some authors suggest that summative assessment is opposed to formative assessment (Bloom, Hastings, & Madaus, 1971;Light & Cox, 2003) since the goal is to make a very general assessment of the degree in which objectives have been achieved during the course or for any substantial part of it, usually taking place at the end of a period of the year to assign a note and subsequently a certificate (Brew, Riley, & Walta, 2009). In contrast, formative assessment has a pedagogical propose and it is intrinsic to the process of teaching itself (Brown & Knight, 1994;Hadji, 1994).…”

Formative assessment strategies used in the University of Northern British Columbia School of Education

“…Formative assessment is about sharing information, so the more experience learners have with teacher-to-student communication (descriptive feedback), the more the learners' natural love of learning is restored, the more students benefit from becoming independently self-regulating and confident learners, and they gain a deeper understanding of the required learning (Brew et al, 2009;Brookhart et al, 2004).…”

“…Subsequently, the role of assessment has become an important aspect of higher education because it incorporates everything from the beginning to the end of the semester, the course and curriculum design, and the expectations of what students are to achieve. Assessment guides much of what takes place in higher education (Brew, Philip, & Caroline, 2009;Fook & Sidhu, 2011).…”

“…Goos et al (2011) argued that assessment practices that aspire to support both worth and fairness in student outcomes may be compromised because, due to the increasing competition in higher education, students are often viewed as consumers who must be kept satisfied and grades are becoming the currency to exchange for employment. Assessment in higher education thus becomes complex because it serves various functions and implies different meanings to different people (Asghar, 2010;Brew et al, 2009: Tara, 2008Yorke, 2003). Formative assessment aims to assist students in identifying areas of strength and weakness so as to better achieve their learning goals during learning and teaching (Prins, Sluijsmans, Kirschner, & Strijbos, 2005).…”