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1.
Ye Han 《Assessment & Evaluation in Higher Education》2020,45(5):680-696
AbstractAlthough the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy. 相似文献
2.
ABSTRACTFeedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education. 相似文献
3.
Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.
相似文献4.
Frans J. Prins Dominique M. A. Sluijsmans Paul A. Kirschner Jan‐Willem Strijbos 《Assessment & Evaluation in Higher Education》2005,30(4):417-444
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed. 相似文献
5.
自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献
6.
Luis R. Murillo-Zamorano Manuel Montanero 《Assessment & Evaluation in Higher Education》2018,43(1):138-150
In this paper the authors analyse the competency of a sample of economics and business students in orally presenting academic content, as well as the changes that occurred after receiving feedback. The students’ presentations were videotaped, and a total of 96 were analysed at three stages: pre-test, post-test and follow-up. The participants were divided into two groups. In one, each student received feedback from a peer as part of a peer assessment with rubric activity. In the other, they received feedback from the teacher immediately after their presentation. In the post-test, the peer assessment with rubric students improved by 10% in the valuation of their presentation, while the teacher feedback students only improved by 5%. These results support the idea that undergraduates’ evaluations of their peers can be effective in improving oral presentation skills, especially when they are provided with some support instruments (videos and rubrics). However, the improvements in the peer assessment with rubric group were not maintained in the follow-up re-test. This suggests that a single session of peer assessment with rubric is insufficient to generalise any improvements in the said competency. The implications of these results with regard to the implementation of methods of formative peer assessment in higher education are discussed. 相似文献
7.
Olga Dysthe 《Assessment & Evaluation in Higher Education》2004,29(2):239-258
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of portfolios in teacher education in light of Wenger's social theory of learning, focusing on the concepts participation, reification and identity formation. 相似文献
8.
AbstractPositive student attitude towards peer assessment can be demonstrated through high-quality peer assessment activities. Research findings on students’ attitudes before and after such activities were mixed. This study was conducted using a mixed-methods approach to investigate the underlying factors influencing students’ attitude change. Participants were students enrolled in an online graduate-level assessment course in the college of education in a university in the southeast United States in the fall of 2017 (N?=?31). Surveys and interviews were used to collect quantitative and qualitative data separately, both of which indicated that perceived accurate and specific feedback tended to help students shift to more positive attitudes towards online peer assessment. In addition, final task score improvement after the activity was correlated with positive attitude change. Qualitative results also identified other factors, such as communication with the peers’ work and logistic concerns. The current study offers insights for researchers and instructors to promote positive attitude changes in online peer assessment activities. 相似文献
9.
Anna Steen-Utheim Therese N Hopfenbeck 《Assessment & Evaluation in Higher Education》2019,44(1):80-96
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, within our context, students’ overall experiences with receiving feedback are positive. Oral feedback was perceived as particularly valuable to the students while written feedback challenged their understanding. We identified four specific actions the students engaged in to create meaning from the feedback: internal feedback, using oral feedback, initiating dialogue and interacting with peers. The findings indicate that the students take responsibility in the feedback process. The findings are discussed in relation to current perspectives on feedback in higher education. 相似文献
10.
《师资教育杂志》2012,38(3):225-241
This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers. 相似文献
11.
12.
Sharon Pittaway 《Studying Teacher Education》2014,10(3):197-209
This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant literature, our experience conducting a qualitative research study of students' perceptions of written feedback on assessment, and our professional conversations along the way. We became increasingly aware that our personal beliefs about learning and teaching underpin our respective approaches to providing written feedback on assessment. The process of critical reflection enabled us to achieve a congruence of professional practice that resolved our concerns about the nature of written feedback and enhanced our respective pedagogical practices. 相似文献
13.
Florence Kyaruzi Jan-Willem Strijbos Stefan Ufer Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2019,26(3):278-302
This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students’ perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students’ perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students’ feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students’ feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher’s assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students’ mathematics performance. 相似文献
14.
Gail Crimmins Gregory Nash Marama Liebergreen Janet Turley Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students. 相似文献
15.
Ann-Christine Wennergren 《欧洲特需教育杂志》2013,28(4):541-550
The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action. 相似文献
16.
ABSTRACTThis study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. 相似文献
17.
Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students’ learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the interrelation of different aspects of AfL. The current study argues that AfL combines authentic assessment tasks given to students, feedback from teacher educators, peer assessment and self-assessment. The aim of the current study is to understand student teachers’ experiences of AfL practices in higher education, focusing on the reasons why student teachers do not always find the practices supportive. The study conducted semi-structured interviews with 20 student teachers and analysed them using an inductive content analysis method. The findings indicate that student teachers have had some experiences with individual aspects of AfL. A critical finding is that, when teacher educators continually dominate in the assessment process, summative assessment remains the principal way of assessing student teachers, thus hindering the supportive role of other AfL practices. The current study also finds that learning in higher education is still quite grade-centred, which affects student teachers’ learning. 相似文献
18.
Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area. 相似文献
19.
《Assessing Writing》2007,12(2):129-148
In this article, we present findings from a survey study of portfolio assessment practices in four Norwegian higher education institutions after a major educational reform had introduced more varied assessment forms, more compulsory writing and closer follow-up of students. The purpose behind the study was to map these newly emerging writing and assessment practices in order to find out how teachers conceptualized portfolio assessment in different types of institutions and disciplines, and what this meant for how portfolios were used and assessed. Our findings show that the portfolios were all text based, but with great variations in genres and overall structure as well as in formative and summative assessment practices. The general tendency was that ‘soft’ disciplines had more reflection based and varied portfolio models than the ‘hard’ disciplines (maths, sciences and engineering). This same tendency goes for peer response, which was less used in hard than in soft disciplines. The focus of the article is to discuss the implications of some of the major findings for the quality of assessment, particularly the disciplinary diversity issue, feedback practices and explicit criteria. 相似文献
20.
随着基础教育学生评价改革的深化,学业考核已经向关注学习过程的形成性评价扩展。课堂评定作为形成性评价的一种重要方式,对于提高学生学习质量和改进教师教学方法具有重要的作用。课堂评定能够考查学生的知识理解、分析与推理、综合与批判、问题解决、学习方法和学习情感。教师可以通过书面反馈、课堂观察、学习日志和学生同伴检查来开展课堂评定。要提高课堂评定的有效性,教师应当清楚确定评价内容,运用多样化评价手段,精心组织评价活动,及时反馈和使用评定结果。 相似文献