The Effectiveness of Formative Assessment: Student Views and Staff Reflections

Autor/inn/en	McCallum, Suzanne; Milner, Margaret M.
Titel	The Effectiveness of Formative Assessment: Student Views and Staff Reflections
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCallum, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1754761
Schlagwörter	Formative Evaluation; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; College Faculty; College Freshmen; Progress Monitoring; Self Evaluation (Individuals); Computer Assisted Testing; Integrated Learning Systems; Feedback (Response); Accounting; Statistics Education; Business Administration Education + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Fakultät; Studienanfänger; Abrechnung; Buchführung; Buchhaltung
Abstract	This article reports on the implementation of formative e-assessments in courses taken by first-year students. The central aim is to measure the effectiveness of the formative e-assessments with reference to the student voice and staff reflections. Students engaged with the formative assessments and the evidence gathered via questionnaires show that students perceived that formative e-assessments helped them to monitor their progress; encouraged further study and increased their learning and understanding. The findings also allowed academics to reflect on the benefits of adopting formative e-assessments to foster student engagement and permit early intervention. By focussing on the student view (rather than student performance) the findings add to our understanding of the benefits of integrating regular formative assessment in first-year courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01