Validation of Assessment for Learning Questionnaires for teachers and students

Pat-El, Ron; Tillema, Harm; Segers, Mien; Vedder, Paul

doi:10.1111/j.2044-8279.2011.02057.x

Cited by 62 publications

(65 citation statements)

References 26 publications

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“…In defining the construct of AfL, common principles in most studies are identified as: (1) rich classroom questioning, (2) facilitating self-and peer assessments, (3) clarifying goals and criteria and (4) giving feedback/feedforward (Assessment Reform Group, 2002;Black & Wiliam, 1998a;James & Pedder, 2006;Whitelock, 2010). As suggested by Stiggins (2005) and Pat-El, Tillema, Segers, and Vedder (2013), these four general principles can be further subsumed under two functions of AfL: (a) monitoring to track student progress and (b) scaffolding to show students or help students recognise what areas need improvement. Monitoring refers to analysing student learning progress to foster student self-monitoring with the intent to find challenges and opportunities for optimising learning.…”

Section: Incongruent Perceptions Of Assessment For Learning Practicementioning

confidence: 98%

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

Pat-El

Tillema

Segers

et al. 2014

Assessment in Education: Principles, Policy & Practice

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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.

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Section: Incongruent Perceptions Of Assessment For Learning Practicementioning

confidence: 98%

“…Perceptions of AfL practices were measured with the Assessment for Learning questionnaire which consists of both a teacher and a student version (Pat-El et al, 2013). This questionnaire was validated to compare teacher and student perceptions of classroom AfL practice.…”

Section: Dependent Variable Perception Of Aflmentioning

confidence: 99%

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

Pat-El

Tillema

Segers

et al. 2014

Assessment in Education: Principles, Policy & Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…The extent to which AfL was embedded in classrooms was measured with the Student Assessment for Learning Questionnaire (SAFL) (Pat-El et al, 2013). Students completed the two scales that measure students' perceptions of monitoring (16 items, a = .89) and scaffolding (12 items, a = .83).…”

Section: Methodsmentioning

confidence: 99%

“…This study builds on the construct validity of questionnaires by Pat-El et al (2013) and Vandevelde et al (2013). As these measures have not been used in the context of Dutch elementary education before, the construct validity of the questionnaires was assessed in the present sample with separate confirmatory factor analyses (CFA) for each questionnaire.…”

Section: Measurement Model Developmentmentioning

confidence: 99%

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The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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Background. Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.

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The Quality of Student Perception Questionnaires: A Systematic Review

Bijlsma

2021

Student Feedback on Teaching in Schools

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Student perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.

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Validation of Assessment for Learning Questionnaires for teachers and students

Cited by 62 publications

References 26 publications

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

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

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

The Quality of Student Perception Questionnaires: A Systematic Review

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