Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students

Abstract

Assessment for Learning (AfL), as a way to promote learning, requires a 'match' or a shared focus between student and teacher to be effective. But students and teachers may differ in their perceptions of the purpose and process of classroom assessment meant to promote learning. Perceptions regarding AfL practices in their classroom were collected from both teachers and students. Teacher efficacy for instructional strategies, student engagement, classroom management and student self-reported language proficiency were considered possible influencing factors. Multilevel analysis on self-report questionnaires on AfL practices administered to 650 students and 38 teachers revealed a substantial mismatch in perceptions between teachers and students. Congruency of student-teacher perceptions was highly homogeneous within classes. High teacher efficacy and low student language proficiency were associated with incongruent AfL perceptions. Findings are interpreted using the self-verification theory.

Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania

“…Student perceptions of FA practices First of all, both the survey and focus group discussions showed that most secondary school students in our sample valued and considered their teacher's assessment and feedback practices to be formative, only when it was warm and friendly. This replicates results from previous studies (e.g., Pat-El et al, 2015;Weaver, 2006) that students value warm, supportive teacher feedback. However, according to Rach et al (2013) students' positive perceptions of teacher assessment practices do not necessarily result into effective performance.…”

“…The impact of FA and AfL practices depends on whether students perceive and utilize the guidance provided by their teacher to improve their learning. The success of FA and AfL hinges on the student's willingness to engage in appropriate actions to close the gap between their actual performance and the target performance (Sadler, 1989) and whether students perceive and utilize the guidance provided by their teacher to improve their learning strategies (Pat-El, Tillema, Segers, & Vedder, 2015).…”

“…More precisely, FA and AfL serve two functions: 'monitoring' to track student progress and 'scaffolding' to help students improve their learning (Pat-El, Tillema, Segers, & Vedder, 2013;Pat-El et al, 2015;Stiggins, 2005). Supporting student learning (scaffolding) is positively related to students' use of deep-level learning strategies and learning outcomes (Baas, Castelijns, Vermeulen, Martens, & Segers, 2015;Pinger, Rakoczy, Besser, & Klieme, 2018a).…”

Students Perception of Teachers’ Use of Formative Assessment Strategies in Mathematics Classrooms

“…These results seem to suggest that the students' perceptions of formative assessment are mediated by other factors possibly related to students' motivation, achievement, or teacher efficacy. A study by Pat-El, et al (2015) showed that differences in perceptions can be influenced by factors such as teacher efficacy and student language proficiency.…”

“…Significant research has been done regarding teacher's perceptions of formative assessment (Öz, 2014;Pat-El, et al, 2015;Nasr et al, 2018;Kyaruzi et al, 2018) but very limited focus on students' perceptions of formative assessment in secondary schools. Related research has looked at assessment in general.…”