Articlegreen2001

Assessment for Learning: The differing perceptions of tutors and students

430 citations0/0 files storedAssessment & Evaluation in Higher Education

No readable copy stored yet — this record is metadata only.

Student Assessment and Feedback Evaluation of Teaching Practices Higher Education Practises and Engagement

Abstract

The purpose of this study was to describe assessment practices as these were experienced by tutors and students in one higher education establishment. Eighty members of faculty staff (80% return) and 130 3rd-year undergraduates (100% return) completed a 40-item questionnaire on their experiences of assessment. The questionnaire included items on the purpose of assessment, the nature and demand level of the tasks which were assessed, the timing of assessment and the procedures for marking and reporting. Statistical analyses of the data showed that there was a significant difference of perception between the two groups. These results are discussed in terms of alternative theoretical models of assessment and suggest that while staff declared a commitment to the formative purposes of assessment and maintained that the full range of learning was frequently assessed, they engaged in practices which militated against formative assessment and authentic assessment being fully realised.

Citations in this library

Stored only when both papers are in the corpus — 430 citations exist upstream.

References

1999Teaching For Quality Learning At University 1989Formative assessment and the design of instructional systems 2018Knowing, Learning, and Instruction 1988The Impact of Classroom Evaluation Practices on Students 1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments 1998Formative Assessment: revisiting the territory 2013Enhancing Learning Through Self-assessment 1996Enhancing learning through self-assessment

Cited by

2012Facilitating productive use of feedback in higher education 2012The feedback triangle and the enhancement of dialogic feedback processes 2005A social constructivist assessment process model: how the research literature shows us this could be best practice 2007Developing Effective Assessment in Higher Education: A Practical Guide 2010Feeding forward: using feedback to promote student reflection and learning – a teaching model 2006Self and Peer Assessment in School and University: Reliability, Validity and Utility

Imported from OpenAlex (CC0) — nothing here is generated.