top
Articles
  • "What do you think about it"? Formative Assessment and University Students’ Representations   [CPSH 2013]
  • Author(s)
  • Serafina Pastore, Monica Pentassuglia
  • ABSTRACT
  • The scientific interest for formative assessment practices is greatly increased in recent years because of research that has shown its effective use to improve students’ learning outcomes (Kingston & Nash, 2011; Bennett, 2011; Dunn & Mulvenon, 2009; Black & Wiliam, 2009). Formative assessment can be defined as all activities undertaken by teachers and students to gather information to be used diagnostically in order to modify teaching and learning: It works because it has a powerful effect on the two most important protago-nists in the teaching-learning process (teachers and students). However, things appear different when the fo-cus is posed on Higher Education. The current trend in assessment seems to lose its strength when the focus is placed on the university student’s level of achievement. Current research interests in this area are mainly ori-ented towards identifying forms and models for assessing teaching-learning processes and to implement a controlled system assessment. The most common assessment practice is aimed to gathering students’ opinions about the teaching-learning services in the course of study. Starting from this assumptions, the present paper reports on the first step of a larger multiple case study conducted with the students of the Graduate School of Education at the University of Bari (Italy). It is focused on their representations and conceptions of formative assessment (and the practices of self and peer-assessment).
  • KEYWORDS
  • Formative Assessment; Self-Assessment; Teaching; Evaluation; Learning; University.
  • References
  • [1]
    Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996). Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass.
    [2]
    Bennett, R. E. (2011). Formative Assessment: A Critical Review. Assessment in Education: Principles. Policy & Practice, 18(1), 5-25.
    [3]
    Black, P., Harrison, C., Lee, C., (2005). Assessment for Learning: Putting it into Practice. Buckingham: Open University Press.
    [4]
    Black, P., & William, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
    [5]
    Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
    [6]
    Boud, D. (2006). Sustainable Assessment: Rethinking Assessment for the Learning Society. Assessment & Evaluation in Higher Education, 22(2), 151-167.
    [7]
    Boud, D., Falchikov, N. (2007). Rethinking Assessment in Higher Education. Abingond: Routledge.
    [8]
    Bourdieu, P., Waquant, L. J. D. (1992). An Invitation to Reflexive Sociology. Chicago: University of Chicago Press.
    [9]
    Brookhart, M. S. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161-180.
    [10]
    Brookhart, S. M., Bronowicz, D. L. (2003). "I Don’t Like Writing. It Makes My Fingers Hurt": Students Talk about Their Classroom Assessments. Assessment in Education, 10(2), 221-242.
    [11]
    Brown, G. T. L. (2006). Teachers’ Conceptions of Assessment: Validation of an Abridged Instrument. Psy-chological Reports, 99, 166-170.
    [12]
    Brown, G. T. L., Hirschfeld, G. H. F. (2008). Students’ Conceptions of Assessment: Links to Outcomes. As-sessment in Education: Principles, Policy & Practice, 15(1), 3-17.
    [13]
    Brown, G. T. L., Hirschfeld, G. H. F. (2007). Students’ Conceptions of Assessment and Mathematics Achieve-ment: Evidence for the Power of Self-regulation. Australian Journal of Educational and Developmental Psychology, 7, 63-74.
    [14]
    Brown, S., Glasner, A. (2003). Assessment Matters in Higher Education. London: SRHE/Open University Press.
    [15]
    Collis, B. & Moonen, J. (2001). Flexible Learning in Digital World. London: Kogan
    [16]
    Creswell, W. J. (2002). Educational Research- Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Merrill Prentice Hall, Upper Saddle River, New Jersey.
    [17]
    Daughterty, M., Funke, B. (1998). University faculty and student perceptions of web-based instruction. Journal of Distance Education, 13(1), 21-39.
    [18]
    Dunn, K. E., Mulvenon, S. W. (2009). A Critical Review of Research on Formative Assessment: the Limited Scientific Evidence of the Impact of Formative Assessment on Education. Practical Assessment, Research & Evaluation, 14(7), 1-11.
    [19]
    Elwood, J. & Klendowski, V. (2002). Creating of shared practice: the challenges of assessment use in learning and teaching. Assessment & Evaluation in Higher Education, 1(3), 243-256.
    [20]
    Entwistle, N., McCune, V., and Hounsell, D. (2002). Approaches to Studying and Perceptions of University Teaching-Learning Environments: Concepts, Measures and Findings, ETL Project (ESRC), Occasional Report 1 September.
    [21]
    Frederiksen, J. R., & White, B. J. (1997). Reflective assessment of students’ research within an inquiry-based middle school science curriculum. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
    [22]
    Giddens, A. (1991). Modernity and Self Identity. Cambridge: Polity Press.
    [23]
    Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory. Chicago: Aldine.
    [24]
    Karoly, P. (1993). Mechanisms of Self-regulation: A SystemsView. Annual Review of Psychology, 44, 23-52.
    [25]
    Kingston, N., Nash, B. (2011). Formative Assessment: A Meta-Analysis and a Call for Research. Educational Measurement: Issues and Practice, 30(4), 28-37.
    [26]
    Laurillard, D. (1993). Rethinking University Teaching. London: Routledge.
    [27]
    Lopez, R., Kossack, S. (2007). Effects of Recurring Use of Self-Assessment in University Courses. The In-ternational Journal of Learning, 14(4), 203-206.
    [28]
    McInerney, D., Brown, G.T.L., Liem, G.A.D. (2009) Student Perspectives on Assessment. What Students Can Tell Us about Assessment for Learning. Greenwich: CT: Information Age Publishing.
    [29]
    Palomba, C., Banta, T. W. (1999). Assessment Essentials: Planning, Implementing and Improving Assessment in Higher Education. San Francisco: Jossey Bass.
    [30]
    Pastore, S. (2007). Corsi di studio triennali: analisi dei voti. In C. Laneve (a cura di), Annali della Facoltà di Scienze della Formazione, 1995-2005. Tomo I. Saggi (pp. 501-522). Roma-Bari: Laterza.
    [31]
    Ramsden, P. (2006). Learning to Teach in Higher Education. London: Routledge.
    [32]
    Rust, C., O’Donovan, B., Price, M. (2005). A Social Constructivist Assessment Process Model: How the Research Literature Shows Us This Could Be Best Practice. Assessment & Evaluation in Higher Education, 30(3), 231-240.
    [33]
    Walvoord, B. E. (2004). Assessment Clear and Simple. San Francisco: Jossey Bass.

Engineering Information Institute is the member of/source content provider to

http://www.scirp.org http://www.hanspub.org/ http://www.crossref.org/index.html http://www.oalib.com/ http://www.ebscohost.com/ http://www.proquest.co.uk/en-UK/aboutus/default.shtml http://ip-science.thomsonreuters.com/cgi-bin/jrnlst/jlresults.cgi?PC=MASTER&Full=journal%20of%20Bioequivalence%20%26%20Bioavailability http://publishers.indexcopernicus.com/index.php