Students reflecting on test performance and feedback: an on-line approach

Abstract

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students' perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.

Learning from Assessments and Feedback, A Teacher and Student Perspective.

“…Students report however great differences between their received judgements, assessment criteria, and feedback on their assessments, the summative feedback. These findings do not only appear to be a thorny issue in this master education, but also are being reported in the research literature (Fyfe, Fyfe, Meyer, Ziman, Sanders, & Hill, 2014;Boud, 2013). This research is about resolving this feedback dilemma.…”

“…In Higher Education (HE) assessment is an important instrument in the curriculum. Assessment steers learning and that is why learning and education eventually are focused on the assessment at the end (Fyfe et al, 2014). All assessments in the M EN are based upon the professional profile to be gained, so there is a strong case of constructive alignment (Biggs, 2003).…”

Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online

“…The study results show that the strategy of giving timely and necessary feedback is highly practiced by mathematics teachers, which is useful for improving learning (Adesemowo et al, 2016;Fyfe et al, 2014). However, the nature and quality of the feedback matter more to improve mathematics learning (Debuse & Lawley, 2016).…”