Interaction between summative and formative in higher education assessment: students’ perception

Ghiaţău, Roxana Maria; Diac, Georgeta; Curelaru, Versavia

doi:10.1016/j.sbspro.2011.01.065

Cited by 18 publications

(13 citation statements)

References 9 publications

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“…It may also lead to anxiety and fatigue related to frequent exams. The results in study by Ghiatau et al [9] and Brown et al [24] were in congruent with this finding. There is even the danger that assessment will dominate teaching and learning.…”

Section: Discussionsupporting

confidence: 76%

“…Later on, the interim examinations were introduced in the medical curriculum in the form of internal assessment or the part completion tests that should be formative in nature. [6][7][8][9][10] Formative assessment (FA) is an integral part of educational process and is always going to be the matter of concern as a part of continuing education as it relates to identification of students learning needs and optimization of student learning in turn to relate to reforms in education to improve the student performance. Thus, FA is one of the key elements to improve the student performance.…”

Section: Introductionmentioning

confidence: 99%

“…[1,7,13] There is a need to assess student progress throughout the academic year while there is still time to implement interventions that increase student learning. [1,[5][6][7][8][9] Keeping this in mind, the formative examinations were introduced as a components of the internal assessment examinations. Additionally, preparing for the formative examinations will help the students to keep pace with syllabus being covered and will provide enough time to realize the difficulties and modes to overcome them.…”

Section: Introductionmentioning

confidence: 99%

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Perception of students and faculties regarding the formative assessment examinations in dental college in India

Panchbhai¹,

Vagha

Bhowate³

2014

J Educ Ethics Dent

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Objectives: Student assessment is one of the vital elements in educational process. It is essential to conserve the formative nature of the assessment so that assessment is more structured and meaningful. Hence, it is necessary to review the existing formative assessment practises. The study was undertaken with purpose to estimate and compare the student and faculty perception about formative assessment examination in the institution. Materials and Methods: Seventy students and four faculties were enrolled for study on the basis of voluntary participation. The study participants were subjected to open and close-ended questionnaire, focus group discussions and individual interviews to obtain the perception. The responses were analysed by descriptive and thematic analysis. Results: Overall, the participants found the formative assessment practises to be satisfactory with few exceptions as there should be uniform judging criteria, and the feedback mechanism be more structured. Faculty mentioned that higher cognitive domain should also be tested in formative assessment. Conclusion:The study has brought forward the need for the sensitization of students so that applicability of formative assessment is enhanced. The periodic feedback should be obtained from faculty and students; the input will aid to plan strategies to maximize the student learning.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perception of students and faculties regarding the formative assessment examinations in dental college in India

Panchbhai¹,

Vagha

Bhowate³

2014

J Educ Ethics Dent

View full text Add to dashboard Cite

show abstract

“…In many cases there is a belief that an assessment is either formative, to support learning, or summative, leading to accreditation (Wiliam and Black, 1996). However it is possible to design an assessment strategy that both supports learning and leads to accreditation (Trotter, 2006;UK Centre for Legal Education, 2010;Ghiatău et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

Holmes

2014

Assessment & Evaluation in Higher Education

101

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“…Continuous assessment is also defined in educational research as the practice of performing frequent assessments in a course context 4 . The practice has become popular in constructivist approaches to (project-based) learning, as frequent assessment provides a feedback mechanism ensuring students are properly aligned with a scaffold learning process.…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: A Student Activity Dashboard for Ensuring Project-based Learning Compliance

Xavier

Murphy

Gary

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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He has participated in projects like the open source Image-guided Surgical Toolkit (igstk.org) and microrobots for NOTES (minimally-invasive) surgery. In teaching and scholarship, Dr. Gary has created the Software Enterprise, an experiential learning model which blends multiple methods of delivery into one pedagogical model. The Software Enterprise has received significant support and generated several publications, and forms the core project spine within the BS in Software Engineering at ASU. Dr. Gary is the former Associate Chair for Computing in the Department of Engineering, and remains active curricular design and implementation.c American Society for Engineering Education, 2016 Work-in-Progress: A Student Activity Dashboard for Ensuring Project-based Learning ComplianceAbstract Project-based learning is an effective pedagogical tool for software engineering education. Students working in small teams may leverage an industry-practiced software process methodology to define, design, construct, and validate a quality software product. In a projectbased environment, students learn both technical competencies in the face of a complex scalable problem, but also contextual knowledge of how process mechanisms help manage that complexity. However, teaching in a project-based environment presents several challenges. The focus of this paper is on the learning process that runs concurrently, and is co-dependent upon, a project's software development lifecycle process. In this approach, student adherence to a set of learning activities in the conduct of a project is considered from a protocol compliance perspective, borrowing vocabulary from clinical domain. This WIP paper reports on the use of a web-based tool to encourage protocol compliance.

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Interaction between summative and formative in higher education assessment: students’ perception

Cited by 18 publications

References 9 publications

Perception of students and faculties regarding the formative assessment examinations in dental college in India

Perception of students and faculties regarding the formative assessment examinations in dental college in India

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

Work in Progress: A Student Activity Dashboard for Ensuring Project-based Learning Compliance

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