Students’ Perception of the Effect of Formative Assessment on Their Learning

• Mercedes Marqués Andrés ^[1] ; José Manuel Badía Contelles ^[1] ; Gregorio Quintana Ortí ^[1]
  1. [1] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 16, Nº. 3, 2021, págs. 232-240
• Idioma: inglés
• DOI: 10.1109/RITA.2021.3122809
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this paper, we analyse students’ perception of their formative assessment in a Databases course. Two forms of feedback are analysed: interactive questionnaires during class time and self-assessment of lab practices. Qualitative data gathered with a survey is used to conduct a grounded theory qualitative study. Our aim is to understand those aspects of formative assessment that contribute to our students’ learning. The results obtained show that students’ perception is positive for both forms of feedback. Responses about what factors of formative assessment contribute to their learning fall into four categories: formative feedback, metacognitive control (reflective learning), relevant learner activity, and social learning. It is also worth mentioning that students’ perception of the formative assessment has not been substantially affected by the COVID-19 impact on the learning environment.

• Referencias bibliográficas
  • G. Gibbs and C. Simpson, “Conditions under which assessment supports students’ learning,” Learn. Teach. Higher Educ., no. 1, pp. 3–31, 2005....
  • J. Paricio, “La calidad de lo que el estudiante hace: Aprendizaje activo y constructivo,” in Cartografía de la Buena Docencia Universitaria:...
  • P. Wood and J. Smith, Investigar en Educación. Conceptos Básicos Y Metodología Para Desarrollar Proyectos de Investigación. Madrid, Spain:...
  • M. Marqués, J. M. Badía, and G. Quintana, “Contribución sobre el aprendizaje de la evaluación formativa: Percepción del alumnado,” in Proc....
  • D. H. Alcalá, V. A. García, and Á. P. Pueyo, “Percepciones del alumnado sobre la evaluación formativa: Contraste de grupos de inicio y final...
  • J. Miró-Julià, M. Fernández-Ferrer, and N. Cabrera, “Cómo se evalúa por competencias? Escuchando la opinión y percepción de los estudiantes,”...
  • V. C. Castillo, I. J. Taquet, and J. O. Bernal, “Valoración y opiniones de los alumnos sobre las técnicas docentes aplicadas en el aprendizaje...
  • D. López, A. Pajuelo, J. R. Herrero, and A. Duran, “Evaluación continuada sin morir en el intento,” in Proc. Actas de Las XIII JENUI, 2007,...
  • B. Chen, R. F. DeMara, S. Salehi, and R. Hartshorne, “Elevating learner achievement using formative electronic lab assessments in the engineering...
  • M. Valero-García and L. M. D. de Cerio, “Evaluación continuada a un coste razonable,” in Proc. Actas de Las IX JENUI, vol. 3, 2003, p. 183.
  • S. A. Licorish, H. E. Owen, B. Daniel, and J. L. George, “Students’ perception of Kahoot!’s influence on teaching and learning,” Res. Pract....
  • A. I. Wang, “The wear out effect of a game-based student response system,” Comput. Educ., vol. 82, pp. 217–227, Mar. 2015.
  • J. M. Case and G. Light, “Emerging research methodologies in engineering education research,” J. Eng. Educ., vol. 100, no. 1, pp. 186–210,...
  • J. B. Biggs and C. Tang, Teaching for Quality Learning at University. New York, NY, USA: McGraw-Hill, 2011.
  • M. Marqués, “Qué hay detrás de la clase al revés (flipped classroom),” in Proc. Actas de Las XXII JENUI. Almería, Spain: Universidad de Almería,...
  • J. Hattie and H. Timperley, “The power of feedback,” Rev. Educ. Res., vol. 77, no. 1, pp. 81–112, 2007.
  • N. J. Hunsu, O. Adesope, and D. J. Bayly, “A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition...
  • C. H. Crouch and E. Mazur, “Peer instruction: Ten years of experience and results,” Amer. J. Phys., vol. 69, no. 9, pp. 970–977, Sep. 2001.