Formative assessment as a collaborative act. Teachers` intention and students` experience: Two sides of the same coin, or?

Hansen, Gabrielle

doi:10.1016/j.stueduc.2020.100904

Cited by 17 publications

(10 citation statements)

References 31 publications

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“…After analy to recalcul master's c different a is the one distributed to the f the of the their s and which improves their learning process (Chanpet et al, 2020;Hansen, 2020). However, according to the data provided by this research, it can be appreciated that this type of assessment is not only used to promote teacher-student interaction but that the results derived from formative E-assessment have an impact on the final grade received by each student.…”

Section: Relevant In and Archit Degrees In The Other H Degrees Invmentioning

confidence: 90%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.

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Section: Relevant In and Archit Degrees In The Other H Degrees Invmentioning

confidence: 90%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

View full text Add to dashboard Cite

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“…Formative assessment (assessment for learning) is fundamentally a collaborative act that takes place between the teacher and learners (Hansen, 2020). Formative assessment can be defined as an educational tool that provides teachers and students with information that can be used as feedback to modify the teaching and learning process.…”

Section: Meaning and Purpose Of Formative Assessmentmentioning

confidence: 99%

Exploring Learners’ Experiences of Receiving Formative Written Assessment Feedback in Business Studies as a Subject in South Africa

Pillay

Balele²

2022

IJLTER

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The purpose of this study was to understand Grade 10 Business Studies learners’ experiences of receiving written formative assessment in the South African school context. This exploratory qualitative study employed a case study design and was conducted with 12 Grade 10 learners from two public secondary schools, located in Johannesburg East, Gauteng. The study sample was purposefully and conveniently selected and data were collected through semi- structured interviews via WhatsApp voice calls. Thematic analysis was employed to make sense of the data. Findings of the study generated two themes to describe the learners’ experiences, namely timing, and specificity of formative feedback. The learners disclosed that they received delayed feedback that did not specify their individual progress, areas of work that was well done, and areas that needed improvement. This study suggests that if classroom teachers are to become effective ‘mediators’ of formative assessment, they must be provided with a better theoretical and practical grounding in the nature of formative assessment feedback. The Department of Education needs to provide more guidelines, practical demonstrations, and workshops to assist to teachers to understand and implement formative assessment feedback practices effectively. Teacher and student feedback literacy also has the potential to facilitate principled, research-informed feedback processes in the future.

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“…Teachers have not optimized the assessment function as a learning activity (assessment as learning, assessment for about students are students themselves, and students become the best assessors of their own work (Ezzahra et al, 2015). So far, evaluation of student success in the learning process is usually carried out by teachers and students as objects of evaluation (Hansen, 2020;Hansen & Ringdal, 2018;Laskar & Robutel, 2000;Schildkamp et al, 2020;Voinea, 2018). Therefore, the data obtained has not shown a true reflection of students (Molway, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysis of student perceptions of problem-solving learning and peer assessment

Nesi

Kusairi

Nafisah

2022

Momentum: Physics Education Journal

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Problem solving is one of the mandatory skills for students in the 21st century, especially in physics subjects. This study aims to determine the students' ability to solve parabolic motion problems, to determine students' perceptions of learning in solving parabolic motion problems, to investigate the results of peer assessments carried out by students, and to determine students' perceptions of the implementation of peer assessment. This research method uses qualitative research procedures with a phenomenological approach. This research was conducted on 25 high school students in Ende district. The results of data analysis showed that the article met four indicators of problem-solving ability according to Polya, namely understanding the problem, planning a solution, solving the problem according to plan, and re-checking the evaluation results. The problem ability of students in this study was obtained with the results of 53.06 being included in the sufficient category. Future studies should give priority to providing instruction and training before giving peer assessment.

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Formative assessment as a collaborative act. Teachers` intention and students` experience: Two sides of the same coin, or?

Cited by 17 publications

References 31 publications

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Exploring Learners’ Experiences of Receiving Formative Written Assessment Feedback in Business Studies as a Subject in South Africa

Analysis of student perceptions of problem-solving learning and peer assessment

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