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Assessment for Learning: The differing perceptions of tutors and students
Open accessAbstract
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.
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Cites
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315
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Carless, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572132 · Cited by 1,102
From monologue to dialogue: Improving written feedback processes in mass higher education.
Nicol, D. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602931003786559 · Cited by 1,060
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Do students value feedback? Student perceptions of tutors’ written responses
Weaver, M. R. (2006) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500353061 · Cited by 807
Feedback : all that effort, but what is the effect?
Price, M., Handley, K., Millar, J., & O'Donovan, B. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541007 · Cited by 735
Metadata
- Authors
- MacLellan, E.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2001-08
- Volume
- 26
- Issue
- 4
- Pages
- 307-318
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2010436246
- Cited by
- 430
- References
- 3
- FWCI
- 20.76
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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