How is theory used in assessment and feedback research? A critical review

Nieminen, Juuso Henrik; Bearman, Margaret; Tai, Joanna

doi:10.1080/02602938.2022.2047154

Cited by 16 publications

(10 citation statements)

References 89 publications

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“…However, teacher-centered assessment and teaching methods still predominate in lifelong learning [16]. Nieminen et al [55] have stated in their meta-analysis that assessment and feedback research is rarely based on pedagogical theories. Børte et al [16] suggest (1) better alignment between research and teaching practices, (2) a supporting infrastructure for research and teaching, (3) staff professional development and learning designs.…”

Section: Discussionmentioning

confidence: 99%

Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education

Maunumäki

Maunula²,

Heidi³

2022

JESBS

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Aims: The aim of this study is to fill a gap in research on students' experiences of learning in student-centered assessment feedback practices. The article examines what students tell us about their learning in the context of student-centered feedback practices in higher education during online learning. Study Design: The study was conducted as a qualitative online survey among Finnish university students (N=35). The relationship between learning and assessment was explored in the context of formative and summative assessment practices during an online learning environment. The data was analysed using a discursive approach. Place and Duration of Study: The research was conducted in Finland during spring 2021. Methodology: The scientific and philosophical framework of the study is based on the theory of social constructionism, according to which social reality is formed through language in an interaction between people. The methodology used was discursive reading, i.e., how social reality is discursively produced through language. The starting point was the idea that language creates different discourses or perspectives on reality. Results: The feedback practices provided a different picture of learning and highlighted different dimensions of learning. Learning was discussed in terms of positive emotions, multiple perspectives, sociality, renewal, and holistic learning. In addition, negative emotions, disinformation, regression, and the playing field metaphor were associated with learning. Conclusion: The results show that feedback practices that are presented as student-centered do not necessarily support the learning process of adults. Learning and assessment practices based on pedagogy and a learning theory can best support students' personal and social growth and increase their self-esteem. In online learning, teacher guidance and pedagogically based learning support are emphasized. We argue that in online-learning, where the role of the teacher is often small, student-centered well-intentioned assessment practices can only provide a thin veneer of learning unless students are helped to see the holistic importance of assessment as part of the learning process.

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Section: Discussionmentioning

confidence: 99%

Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education

Maunumäki

Maunula²,

Heidi³

2022

JESBS

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“…Conversely, teachers must have pedagogical, content conception, and application skills in addition to evaluating learning activities (Desalegn, 2014;Hailay, 2017;Carless and Boud, 2018;Hussain et al, 2021). There is a need for training that allows teachers and students to compare their perspectives on the learning context to the aims and objectives of the learning lesson (Lysaght and O'Leary, 2013;Nieminen et al, 2023). As Popham (2017) stated, "assessment is the instrument of learning improvement" (p. 3).…”

Section: Theories Of Learning Improvementmentioning

confidence: 99%

“…Previous studies (e.g., Popham, 2008Popham, , 2017Black and Wiliam, 2009;Pattalitan, 2016;Farrel, 2017;Sultana, 2019;Gedamu and Shewangezaw, 2020;Schildkamba et al, 2020) have confirmed that this type of assessment is an ongoing process of learning and teaching to safeguard that educational objectives and specific goals of subject matters are met, respectively. Although assessment for learning has many objectives, its implementation is complex (Sultana, 2019;Nieminen et al, 2023). According to and Popham (2008) studies teachers' perspectives on assessment for learning and classroom practices are as follows: (i) there is a lack of awareness of concepts and practices of assessment for learning, which makes it difficult to implement assessment in large class sizes with high noise levels; (ii) there is a mismatch between the teachers' assessment for learning beliefs and orientations (they assume as time-consuming and difficult to implement in classrooms), and assessment for learning principles that help students' learning progress (Brown et al, 2019;Schildkamba et al, 2020).…”

Section: Assessment For Learning and Learning Improvementmentioning

confidence: 99%

Primary school teachers’ assessment for learning practice for students’ learning improvement

Gebremariam

Gedamu

2023

Front. Educ.

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Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers’ assessments for learning practices for student learning improvement. The participants (n = 242) were selected through a cluster random sampling techniques for a questionnaire survey from the target primary schools to meet the research objective of this study. Among the total participants 15 teachers for an in-depth interview, and five for informal conversations were randomly selected through purposive sampling. The data collected through closed-ended questionnaire were analyzed using mean, standard deviation, analysis of variance and post-hoc methods. To analyze the qualitative data acquired through interview and informal conversation, thematic verbal descriptions were employed. Conversely, the findings indicated that the primary school teachers had highly positive classroom environments practice, moderate positive learning intentions and success, feedback in assessment practices, and self- and peer-assessment practices toward learning assessment. Although, the findings from the quantitative data showed that the primary school teachers had high and moderate assessments for learning practice, the interviews revealed that they had low confidence in learning practice assessments owing to challenges faced during practice. These overall challenges relate to transparency, experience, training, school problems, and preference reliance. Finally, based on the study’s implications, recommendations are made for future directions of studies that will allow better comprehension of the assessment for learning practice in relation to the students’ learning improvement.

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“…In this sense, assessment empowers learners to become responsible, re ective and self-regulated (inter)professionals (Panadero et al, 2018;Pereira et al, 2016a;Pereira et al, 2016b). Nonetheless, the 'measurement paradigm' still dominates health profession education through an emphasis on assessment of learning (AoL), which follows an objectivist and summative approach by psychometrically assessing learning outcomes (Peeters and Sexton, 2020;Nieminen et al, 2023). Correspondingly, assessment practices have mostly focused on the outcomes of learning for which knowledge and skills are typically assessed by means of a test or nal project (Hayes et al, 2018;Pancorbo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, the emergence of the 'postpsychometric' phase of assessment is associated with a growing awareness and accountability of faculty in providing transparency in assessment and in using tools to gather information about learners' progression to scaffold learning and re ection (Nishizuka, 2022;Panadero et al, 2018). In this paradigm, assessment for learning (AfL) is emphasized, following an interpretivist formative approach that also considers the individual, team and contextual processes (Falk et al, 2017;Nieminen et al, 2023). Earl (2012) extended this paradigm with Assessment as Learning (AaL) as an approach to support the metacognitive development of learners for them to engage in self-assessment and self-regulated learning (Loureiro and Gomes, 2023).…”

Section: Introductionmentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

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Interprofessional education is vital in equipping students with the competencies and identity needed to become skilled collaborators and lifelong learners. However, the lack of formative assessment tools renders it difficult to scaffold the development of an interprofessional identity (IPI). Therefore, this article reports the design elements and presents the perceptions of medical students involved in the co-construction of the Rubric Interprofessional Identity Development (RIPID). Following a pragmatist approach, a multiperspective 8-step inquiry led to a manual with definitions, illustrative quotes, scoring instructions and exemplars as well as evidence supporting the validity of RIPID. The RIPID is a generic analytic rubric that can be used to assess the extent to which a learner’s IPI is developing across different contexts on the basis of a variety of assignments and by means of multisource feedback. The theoretically supported criteria account for the (meta)cognitive, emotional and social dimensions of interprofessional learning, of which the descriptors are formulated to elicit reflection. Students are convinced that the RIPID can be used for the authentic assessment of their interprofessional development, confirm its suitability for self-assessment, and see merit in the early introduction in an e-portfolio to promote self-regulated learning. Furthermore, the RIPID can be used for the meta-assessment of programs to improve constructive alignment across the curriculum. Further research is needed to empirically test and psychometrically validate the RIPID at a large scale in different health and non-health settings and to determine its use within a programmatic assessment approach to interprofessional learning.

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How is theory used in assessment and feedback research? A critical review

Cited by 16 publications

References 89 publications

Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education

Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education

Primary school teachers’ assessment for learning practice for students’ learning improvement

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

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