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1.
以大学英语课程教学为案例,通过行动研究,以考察形成性评价对学生学习态度、学习行为及结果的影响程度为目的。采用问卷调查、访谈、学生学习档案等工具采集数据。结果显示,形成性评价的应用确实能给学生的学习态度、动机及学习行为带来积极变化:大多数学生(70%以上)欢迎形成性评价在课堂教学中的应用;学生学习英语的信心更足、积极性更高;学生更愿意花更多时间在平时的学习过程中而非以往的考前突击应付、更注重培养和使用适合自己的学习策略;对学习成绩的提高也起到了良好的促进作用。 相似文献
2.
This study focuses on students’ learning approaches in the context of a competency‐based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches. Additionally, differences in perceptions and learning approaches between first‐year students and second‐year students, who already have one year of experience with the portfolio assessment practice, are investigated. A total of 110 students completed two questionnaires at the end of the academic year: the Revised SPQ (Study process questionnaire) was used to measure their approaches to learning and the AEQ (Assessment experience questionnaire) was used to measure their perceptions of the assessment practice. The results indicate that, when implementing portfolio assessment, feedback is essential. Moreover, it seems not to be the assessment design, but rather how it is implemented, and how students’ learning is stimulated through the assessment, that influences the quality of learning. 相似文献
3.
A case study of a formative assessment practice and the effects on students’ self-regulated learning
The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development. 相似文献
4.
Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed. 相似文献
5.
Victor López-Pastor Alvaro Sicilia-Camacho 《Assessment & Evaluation in Higher Education》2017,42(1):77-97
Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The purpose of this paper is to review the current state of affairs in depth. This paper therefore highlights, on the one hand, the lessons learned through research and development in higher education (i.e. providing clear learning goals and feedback, guiding learning, involving students in learning and assessment, promoting feedback as a process of dialogue, and making processes viable). On the other hand, these lessons also suggest some challenges and difficulties that must be addressed in the future in order to further improve formative and shared assessment in higher education. These include the need for more research on its effects, further conceptual clarification, the intersubjectivity of the process, recognition of the divergent processes and ethical principles, students’ involvement not only in assessment but also in determining academic grades, and broading learning goals and objetives in FA & SA. 相似文献
6.
Tansy Jessop Yassein El Hakim Graham Gibbs 《Assessment & Evaluation in Higher Education》2014,39(1):73-88
Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students’ overall satisfaction. Focus group data helped to explain students’ learning responses but also identified ambivalent responses to the use of formative-only assessment, particularly when it was optional. Frequently, students were unclear about goals and standards, and found feedback unhelpful when assessment demands differed across modules, and when marking standards and approaches varied widely, making it difficult for feedback to feed forwards. The methodology underpinning the Transforming the Experience of Students through Assessment study described here has been used in more than 20 universities worldwide and is helping teachers to redesign assessment regimes, so that teachers’ efforts support learning better. 相似文献
7.
形成性评估中出现的问题及应对策略 总被引：1，自引：0，他引：1
形成性评估检查学生学习全过程,其反拨作用将对教师和学生起监督?反思和调节作用。文章根据对浙江科技学院的教学实践,对形成性评估进行探讨,总结实施过程中出现的问题并探索其应对策略。 相似文献
8.
Lene Nordrum Katherine Evans Magnus Gustafsson 《Assessment & Evaluation in Higher Education》2013,38(8):919-940
This study compares students’ experiences of two types of criteria-based assessment: in-text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels. The main aim is to use students’ responses to shed light on how feedback strategies for formative assessment can be optimised. Following action research methodology, the study discusses key categories of student responses from three sources: reflective texts, a questionnaire, and interviews. Results show that different functions were attributed to the two feedback channels: in-text commentary to lower-order concerns related to language proficiency, and rubric-articulated feedback to higher-order concerns related to an overview of writing achievement. We argue that the different functions have the potential of creating a sufficiently balanced assessment design with the possibility of serving both short-term and continuous learning goals. On the other hand, some students found it difficult to navigate between the two feedback channels. The article therefore ends with a ‘lessons learned’ section where we list possible ways in which the current assessment design can be improved for optimal use of the synergy effects emanating from a combination of in-text commentary and rubric-articulated feedback for formative purposes. 相似文献
9.
Self-assessment and peer-assessment are strategies employed to encourage students to take more responsibility for the learning process. Although the advantages are not obvious, the process has the potential to empower learning and to assist the development of assessment skills, which are so important for future teachers. The research aimed to identify student-teachers' attitudes concerning the contribution of self-assessment and anonymous peer-assessment to the quality of their assignments and improvement of their assessment skills, using both qualitative and quantitative methodologies. The sample included 300 students studying for bachelor’s or master’s degrees. Texts that were analysed included: responses to a questionnaire, self and peer-assessments, word comments on the assignments and written blog content relating to students’ activities and their performance of peer evaluations. The students noted that they significantly benefitted from the process, learned various methods of assignment and assessment performance and it positioned them in relation to others, noticing how others evaluated them. Anonymous evaluation allowed students to overcome inhibitions in evaluating peers' works and improved their assessment skills. 相似文献
10.
Xiao-Hua Jin 《Assessment & Evaluation in Higher Education》2012,37(5):577-589
In recent years, various forms of group work have been introduced in university courses across various subject domains, including construction management courses. Although the use of group work in higher education has sound pedagogical reasons and advantages, group work has its own drawbacks. Therefore, the acceptance by students and the success of group work critically depend on a fair and credible assessment of the group process. In this paper, the implementation of different approaches to peer assessment (PA) of individuals’ contributions to group projects in two core units in an undergraduate construction management course in an Australian university is reported. The effectiveness of the adopted PA approaches have been evaluated and validated by students. It has been found that contrary to doubts of the sufficiency of a simplistic approach to PAs, the fairness of a PA approach does not necessarily depend on its complexity. Besides, voluntary group discussions, learning and collaboration are found to aid in improving each of the group’s camaraderie. Hence, it is recommended that academics should develop both a structured methodology to progressively encourage group members to work cohesively in teams and effective PA approaches that measure individual member’s contribution. 相似文献
11.
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
12.
This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. 相似文献
13.
AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. 相似文献
14.
形成性评价是针对学生整个学习过程进行记录的评价。阐述了形成性考核的目的及专业英语课程形成性评价的构建方法,提出了适合专业英语课程的形成性评价方案,并在教学实践中加以应用。应用结果显示,形成性评价可以提高学生的独立学习能力,促进学生的自主与合作学习,加深学生对本专业的认知和对专业知识的理解程度。 相似文献
15.
This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice. 相似文献
16.
张红芳 《连云港师范高等专科学校学报》2011,(4):54-57
在英语教育活动中,现行的以成绩为主的终结性评价标准与体系已无法满足对师生以及教育活动效果进行评价的需要,而基于多元智能理论创建的档案袋评价则是一种可行性的解决方案。档案袋评价是教育评价体系中非常有效的一种质性评价方式,能够针对当前评价模式的弊端,促进师生角色转变,增加过程性评价,激发英语学习者的学习动机,丰富英语教育评价手段,真正发挥教育评价的积极作用。 相似文献
17.
This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment. 相似文献
18.
ABSTRACTTo explore the affordances of learning progressions (LP) in support of teachers’ formal and informal formative assessment (FFA and IFA) practices, we conducted a case study with a fine-grain-sized energy LP. The study first theorises an LP-based formative assessment model, which proposes the use of LPs in clarifying learning objectives, eliciting and interpreting students’ understanding, and acting in instruction. Then, we examine multiple iterations of two high-school teachers’ lesson plans and their enactment of the lessons to identify the instructional adjustments teachers made as part of the LP-based FFA and IFA after professional training. We found that both teachers refined the learning objectives and activities and most of their adjustments promoted students’ learning progression; their adjustments have an interdependency between objectives and activities. Both made more adjustments in the IFA than in the FFA, but the alignment with the LP was higher in FFA than in IFA. Contrary to the researchers’ expectations, both teachers perceived the LP as a content structure. However, in practice, both employed it as a reference to interpret students’ responses by comparing these responses against their own expectations. The teachers also reported collecting assessment information during teacher-student interactive activities and using this material to infer the level of students’ understanding in order to decide on the next instructional activities. Both teachers reported that the process of directly engaging with the LP formatively resulted in their having a much more nuanced sense of students’ understanding when they revisited and altered the sequence of the learning activities. 相似文献
19.
The purpose of this paper is to gain insight into the relationships between hands‐on experiences with formative assessment, students’ assessment preferences and their approaches to learning. The sample consisted of 108 university first‐year Bachelor’s students studying criminology. Data were obtained using the Revised two‐factor study process questionnaire (R‐SPQ‐2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students’ preferences for assessment methods with higher‐order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands‐on experience with a formative mode of assessment. Surprisingly, this change evinced a more ‘surface approach’ to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed. 相似文献
20.
Raoul Mulder Chi Baik Ryan Naylor Jon Pearce 《Assessment & Evaluation in Higher Education》2014,39(6):657-677
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes. 相似文献