Student perceptions of their involvement in formative assessment feedback practices: “I can do it myself”

The article is devoted to the study of the types and characteristics of feedback as a component of formative assessment. The research problem is associated with a variety of approaches to the classification of feedback types and the presence of a significant number of typologies which causes difficulties in developing effective strategies for its implementation for the purposes of formative assessment. An analysis of the feedback classifications proposed by researchers in the context of the educational process made it possible to distinguish the following approaches: a general approach, considered feedback as a component of the educational process; a special approach focused on the development of feedback types in relation to a specific academic subject; instrumental approach, differentiating types of feedback depending on the means used for its implementation – both technical and non-technical. The considered classifications of feedback are focused on the allocation of one classification basis and, therefore, allow us to consider feedback in the only selected aspect. To determine the effectiveness of feedback strategies, it seems insufficient to use one parameter and, accordingly, make separately taken typologies. The aim of the study is to identify types of feedback based on the analysis of the components of the assessment situation and being based on them to create a multidimensional classification of feedback types. Feedback characteristics were determined due to the influence of the subject, object, scope and basis of the assessment, as well as the assessment tool. We came to the conclusion that feedback characteristics during the implementation of formative assessment can be referred to different levels of information use obtained during the assessment. Feedback, therefore, may include information on the current situation, the planned learning outcomes and effective techniques for achieving educational goals.

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JUTLP Editorial Issue 14.3

Journal of University Teaching and Learning Practice ◽

10.53761/1.14.3.1 ◽

2017 ◽

Vol 14 (3) ◽

pp. 2-4

Author(s):

Alisa Percy ◽

◽

Dominique Parrish ◽

Keyword(s):

Academic Performance ◽

Formative Assessment ◽

Student Perceptions ◽

Teaching Practice ◽

Summative Assessment ◽

Learning Needs ◽

Learning And Teaching ◽

Assessment Design ◽

Significant Difference ◽

Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

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All in with Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics

Proceedings of the Linguistic Society of America ◽

10.3765/plsa.v6i2.5103 ◽

2021 ◽

Vol 6 (2) ◽

pp. 5103

Author(s):

Leah C. Geer

Keyword(s):

Learning Styles ◽

Formative Assessment ◽

Student Perceptions ◽

Sign Language ◽

Formative Assessments ◽

Community Of Learners ◽

Course Content ◽

Virtual Instruction ◽

Language Structure ◽

To Come

My goals as an instructor are to be transparent and approachable and to cultivate a community of learners. The transition to virtual instruction in Sign Language Structure and Usage presented significant challenges. I wondered how students could engage effectively with me, with each other, and with course content; how students could identify what they understood and on what they needed further instruction. To address these questions, I went all in with Google Slides to build engaging, searchable, self-paced slide presentations with built-in formative assessments. COVID-19 inspired this shift in slide creation, but I envision using these slides going forward because they are more equitable and more inclusive. If studentsare not able to come to class for any reason, they can review videos and complete selfassessments, just as they would in class. Anecdotal remarks suggest this approach appeals to a wider range of students and learning styles, but further study should explicitly examine student perceptions of this slide format. Other faculty in my college have recently expressed interest in adopting this style of presentation in their owncourses.

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Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

Sustainability ◽

10.3390/su12114569 ◽

2020 ◽

Vol 12 (11) ◽

pp. 4569 ◽

Cited By ~ 1

Author(s):

Víctor Revilla-Cuesta ◽

Marta Skaf ◽

Juan Manuel Manso ◽

Vanesa Ortega-López

Keyword(s):

Formative Assessment ◽

Student Perceptions ◽

Engineering Students ◽

Skills Training ◽

Practical Experience ◽

Cooperative Work ◽

Teaching Methodology ◽

Theoretical Concepts ◽

The Right ◽

Teaching Modality

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.

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STUDENT PERCEPTIONS OF THE VALUE OF FORMATIVE ASSESSMENT IN THEIR ACADEMIC DEVELOPMENT

Acta Horticulturae ◽

10.17660/actahortic.2011.920.17 ◽

2011 ◽

pp. 141-148

Author(s):

A.M.B. Perera ◽

J.E. Morgan

Keyword(s):

Formative Assessment ◽

Student Perceptions ◽

Academic Development

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Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment

Technology Pedagogy and Education ◽

10.1080/1475939x.2012.659884 ◽

2012 ◽

Vol 21 (1) ◽

pp. 57-83 ◽

Cited By ~ 7

Author(s):

Mary Welsh

Keyword(s):

Formative Assessment ◽

Student Perceptions

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We agree on what we see: Teacher and student perceptions of formative assessment practice

Studies In Educational Evaluation ◽

10.1016/j.stueduc.2021.101027 ◽

2021 ◽

Vol 70 ◽

pp. 101027

Author(s):

M.J. Veugen ◽

J.T.M. Gulikers ◽

P. den Brok

Keyword(s):

Formative Assessment ◽

Student Perceptions ◽

Assessment Practice ◽

Teacher And Student Perceptions

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Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models

Active Learning in Higher Education ◽

10.1177/1469787417707615 ◽

2017 ◽

Vol 18 (2) ◽

pp. 127-141 ◽

Cited By ~ 20

Author(s):

Josh McCarthy

Keyword(s):

Higher Education ◽

Formative Assessment ◽

Online Survey ◽

Peer Feedback ◽

Peer To Peer ◽

Work In Progress ◽

Assessment Feedback ◽

Online Spaces ◽

Students Attitudes ◽

Feedback Techniques

This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via the Café, an e-learning application hosted by Facebook. Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in the Café, and critiqued their peers’ submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback.

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