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Liisa Postareff Viivi Virtanen Nina Katajavuori Sari Lindblom-Ylänne 《Studies in Educational Evaluation》2012,38(3-4):84-92
The present study focuses; firstly, on analysing academics’ conceptions of the purpose of assessment; secondly, on their assessment practices; and thirdly, on the relationship between their conceptions and practices. The data consisted of interviews with 28 pharmacy teachers. The analysis resulted in a continuum of categories of conceptions, from reproductive conceptions with an emphasis on measuring the reproduction of correct information, to more transformational conceptions with an emphasis on the development of students’ thinking and understanding. Although broad variation in assessment practices was recognised, teachers mostly described the use of traditional forms of assessment. Analysis of the relationship between conceptions and practices revealed high consistency between conceptions and practices. 相似文献
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D. Joosten‐Ten Brinke D. M. A. Sluijsmans W. M. G. Jochems 《International Journal of Lifelong Education》2013,32(1):107-122
Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering university education. The main aim of the presented study is to examine the suitability of the use of self‐assessment in APL. First, in an explorative study, the main sources for self‐assessment are derived and the relation between sources and domain of study is investigated. Second, in a pre‐test post‐test research design, the hypothesis that students’ self‐assessment of prior learning related to a course changes after studying a domain‐specific course is tested. Pre‐test results reveal that students indicate that they have prior knowledge related to the chosen university programme. In general, this prior learning is obtained from study experience, work experience, books, newspapers, magazines, the Internet, TV, radio, film or video. A relation is found between the type of source and the university programme. The hypothesis that students change their self‐assessment after a study period could not be confirmed. Based on these results, it is concluded that self‐assessment in APL might be a suitable tool. Implications for further research are discussed. 相似文献
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Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献
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This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the ‘assessment for’ and ‘assessment of’ learning divide in higher education. 相似文献
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Dylan Wiliam 《Studies in Educational Evaluation》2011,37(1):3-14
The idea that assessment is intrinsic to effective instruction is traced from early experiments in the individualization of learning through the work of Benjamin Bloom to reviews of the impact of feedback on learners in classrooms. While many of these reviews detailed the adverse impact of assessment on learning, they also indicated that under certain conditions assessment had considerable potential to enhance learning. It is shown that understanding the impact that assessment has on learning requires a broader focus than the feedback intervention itself, particularly the learner's responses to the feedback, and the learning milieu in which the feedback operates. Different definitions of the terms “formative assessment” and “assessment for learning” are discussed, and subsumed within a broad definition that focuses on the extent to which instructional decisions are supported by evidence. The paper concludes by exploring some of the consequences of this definition for classroom practice. 相似文献
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Lau Sie Hoe Lau Ngee Kiong Hong Kian Sam Hasbee Bin Usop 《美中教育评论》2009,6(5):51-60
Assessment is central to any educational process. Number Right （NR） scoring method is a conventional scoring method for multiple choice items, where students need to pick one option as the correct answer. One point is awarded for the correct response and zero for any other responses. However, it has been heavily criticized for guessing and failure to credit partial knowledge. Despite continued research in scoring methods, conventional NR scoring method remains the most popular and widely used procedure. Thus, the problem of crediting partial knowledge and guessing still exist. In addition, the current assessment practices do not take students＇ misconceptions into consideration. Thus, there is a need to propose a new scoring method that is able to minimize guessing, credit partial knowledge, yet able to diagnose misconceptions. This study proposed the development of a Computer-Adaptive Assessment Software （CAAS） for MC items using the new Number Right Elimination Testing （NRET） which take into consideration these three elements. This paper described the rational for using the NRET, the design and development of CAAS and the results of the pilot study carried out in three secondary schools in Malaysia. 相似文献
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Iasonas Lamprianou Thomas Christie 《Educational Assessment, Evaluation and Accountability》2009,21(4):329-345
Accepting that school based assessment may have the potential to bring additional reliability to the assessment outcomes of an educational system, this research uses Generalizability Theory to address the question “why school based assessment is not a universal feature of high stakes assessment systems”? Three major issues are identified: (a) there is a conflict between the psychometric model and classroom assessment practice; (b) different schools are not equally effective; and, (c) teachers’ judgments are frequently accused of being biased. The role of public examination boards is discussed in this context. 相似文献
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Anne Beate Reinertsen 《美中教育评论》2008,5(10):52-65
This is a writing story about trying to create just classroom assessment practices not excluding anybody and therefore an attempt to explore what an opening up to judgment, and in my view, what assessment focused on learning might mean and subsequently imply. Social justice and democracy is at stake. How to develop and improve our assessment literacy？ How to develop trustworthy and good assessment systems？ What are our tools and what methods can we use？ Given a discussion about either summative or formative assessment and preferably both, this is primarily an attempt to think about principals before turning to instruments or starting with the beginning and beyond rather than the endpoint. I argue for keeping classroom assessment as an indefinite problem, a problem not to be solved or a term not to be understood once and for all. That will hopefully foster cultural pluralism and heterogeneity around the term： learning more, learning all, all learning. Ultimately this is about the linguistic conditions for change; but as a move from language to law and as aporetic thinking and through the pivoting but liberating effects of writing; a writing both positioning and giving direction. Through language and as a right to philosophy that is. It is about creating a heteroglossia of a fresh writing inscribed in, through and with otherness; ＂another logic＂ that is. 相似文献
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Pippa Craig Jill Gordon Rufus Clarke Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551
This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds. 相似文献
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Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
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Päivi Atjonen 《Curriculum Journal》2014,25(2):238-259
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Alice Bradbury 《牛津教育评论》2013,39(5):610-627
Since coming to power in 2010, the UK Coalition government in power has implemented a range of reforms in relation to assessment at all stages of education in England. This paper focuses on two assessment reforms relating to children aged five and six years old, and considers their evolution from manifesto commitments to practice in classrooms. These reforms are the introduction of the Phonics Screening Check at age six, and the revised Early Years Foundation Stage Profile at age five. The main focus is on the coherence of these policies, both over time and as part of an overall government strategy on assessment in early years and primary education. It is argued that, despite claims of reducing bureaucracy, these assessment policies are driven by an agenda of increasing accountability in the first years of primary school. 相似文献
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This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later, a new map was created and the interview focused on change in thinking and practice. Multiple models of assessment were evident in the participants’ understandings at the same time and change was characterised by subtle evolution in thinking. Development in practice was more significant and often associated with the foregrounding of assessment for learning. Vignettes are used to illustrate the variation in nature and scale of development. Interplay between this development of practice and understanding was multidirectional and external context played an important role. The approach offers detailed insight into the relationship between assessment thinking and practice and demonstrates that both research and academic development need to go beyond conventional approaches to conceptualising the development of academics and take account of the finer grained complexities of assessment thinking and practices. 相似文献
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Maria Weurlander Magnus Söderberg Max Scheja Håkan Hult Annika Wernerson 《Assessment & Evaluation in Higher Education》2012,37(6):747-760
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of these two forms of assessment. All students were engaged in both assessment methods, which were conducted a few weeks apart, and data were collected soon after each assessment. Our findings suggest that formative assessments motivate students to study, make them aware of what they have learned and where they need to study more. Thus, formative assessment can act as a tool for learning, contributing to the process and outcomes of learning. A closer look at students’ experiences of each form of assessment reveals interesting differences. 相似文献