Session Information
06 SES 02, Open Learning
Paper Session
Time:
2008-09-10
11:15-12:45
Room:
AK2 134
Chair:
Geir Haugsbakk
Discussant:
Arvid Löfberg
Contribution
Evidence that different forms of assessment have a significant impact upon students’ learning experiences, motivation, and retention rates, has led to the expansion of assessment practices currently used in higher education (Crisp, 2007; Rust, 2002). However, the idea that the process of assessment involves a range of purposes has motivated debates over whether it should focus on learning accountability or improvement (Taras, 2005). While formative assessment (FA) is acknowledged as one of the most significant factors influencing how students learn, the traditional approaches that focus on learning outcomes to improve quality in higher education have continued to emphasise the use of summative assessment (SA).
Method
This study compared assessment beliefs amongst academic practitioners from three different institutions in the UK. Eighteen tutors were interviewed about their views on assessment and the methods of assessment they find consistent with their students’ learning processes. The interviews focused on the purposes of assessment relative to the disciplines they taught. Tutors’ perceptions of assessment and the potential use of e-assessment to improve the provision of formative assessment practices in higher education were also analysed. All tutors were asked the same questions and their answers were analysed according to: (1) their ideas of assessment for learning; and (2) the formats and methods of assessment they were engaged with. Analysis of the data also evaluated: (3) the quality of feedback provided, and (4) the pedagogical impact of e-assessment on students learning. Analysis of the data took into account the different contexts in which the tutors’ participants worked and the assessment practices currently used for under and post-graduate courses in distance education.
Expected Outcomes
In-depth analysis of the participants’ responses suggests three main strands of evidence. Firstly, a commonly encountered view was that SA and FA support each other in the classroom context, and are not necessarily considered as separate processes. All participants recognised and valued SA but regarded feedback, as the main aspect for the provision of FA. Secondly, the assessment policies determined but did not always constrain the methods of assessment used by the tutors. Methods of assessment reflected the assessment purposes and were discipline-oriented. Thirdly, e-assessment enabled the provision of FA and increased the range of formats of feedback available. Finally, the evidence shows that although new technology enabled the use of a broad range of interactive source material that can improve assessment, to have a positive impact on students’ learning, tutors must enhance the formative aspect of traditional assessment practices in distance learning.
References
Crisp, G. (2007) E-assessment Handbook. Continuum International Publishing Group Ltd. London, UK. Rust, C. (2002) ‘The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?’ Active Learning in Higher Education 3 (2): 145–58. Taras, M. (2005) Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, 53 (4): 466-478.
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