Student’s Perspective on Formative Assessment: Quizzes and Discussion as Ongoing Process in Higher Education
Keywords:
Assessment, Evaluation, Formative assessment, higher education, proactive learning.Abstract
The goal of this article was to investigate student’s angle on quiz and discussion as development of learning process and its effect on learners. This study explored students perspective towards formative assessment in higher education. Ostensibly, to create a generation that preserves to be critical learners. The results of the study gained from students of Soran and Koya University in order to make the distinction between two universities. The aim of this research was to get students perception of process of learning (quiz and discussion) and its effect positively or negatively on learners. The findings set out that Koya University student valued formative assessment (quiz and discussion) in their process of learning more than learners of Soran University; however Koya university students have positive effect to formative assessment during the courses in the class. The finding increases student’s awareness towards formative assessment and its sustainable growth in academic spheres.
References
[1] Black, P. & William, D., (2009, January). “Developing the theory of formative assessment.” Edu Asse Eval Ass, 21, pp.5-31.
[2] Black, P. & William, D., (1996, December). “Meanings and Consequences: a basis for distinguishing Formative and summative functions of assessment?” British Educational Research Journal, 22 (5), pp.537-548.
[3] CERI., (2005). “Formative assessment: Improving learning in secondary classrooms.” Paris: OECD. DOI: 10.1787/9789264007413-en.
[4] Clark, I., (spring, 2011). “Formative Assessment: Policy, Perspectives and Practice.” Florida journal of educational Administration & Policy, 4(2), 158-180.
[5] Cowan, J., (June, 2010). “Developing the ability for making evaluation judgments.” Teaching in Higher Education, 15(3), pp.323-334.
[6] Crisp, T., (February, 2012). “Integrative assessment: reframing assessment practice for current and future learning.” Assessment & Evaluation in Higher Education, 37 (1), pp.33-43.
[7] Hatzipanagos, S. & Rochon, R., (2010) “Editorial: introduction to the special issue: approaches to assessment that enhance learning” Assessment and Evaluation in Higher Education, 35(5), pp.491–492.
[8] Herna´ndez, R., (January, 2012). “Does continuous assessment in higher education support student learning?” High Educ., 64, pp.489-502.
[9] Heron, G., (April, 2011). “Examining principles of formative and summative feedback.” British Journal of Social Work, 41, pp.276-295.
[10] Kaya, Z.& Tan, S., (2014). “New trends of assessment and assessment in distance education.” Turkish Online Journal of Distance Education-TOJDE, 15(1), pp. 206-2017.
[11] Kealey, E., (2010). “Assessment and Evaluation in Social Work Education: Formative and Summative Approaches.” Journal of Teaching in Social Work, 30: pp.64-74.
[12] Knight, P. T., & Yorke, M. “Assessment, learning and employability.” Maidenhead: SRHE and Open University Press. (2003).
[13] O'Donovan, B., Price, M., & Rust, C., (2004). “Know what I mean? Enhancing student understanding of assessment standards and criteria.” Teaching in Higher Education, 9(3), pp.325-335.
[14] Parkes, K., (2010). “Performances Assessment: Lessons from performers”. International Journal of Teaching and Learning in Higher Education, 22(1), pp.98-106.
[15] Shafiq, F. & Siddiquah, A., (Sept., 2011). “Effect of classroom quizzes on graduate student’s achievement.” International Journal of Academic Research, 3(5), pp.76-79.
[16] Taras, M., (2005). “Assessment- summative and formative- some theoretical reflections.” British Journal of Educational Studies, 53 (4), pp.466-478.
[17] Torrance, H., (June, 2012). “Formative assessment at the crossroads: conformative, deformative and transformative assessment.” Oxford Review of Education, 38(3), pp.323-342.
[18] Voelkel, S., (March, 2013). “Combining the formative with the summative: the development of a two- stage online test to encourage engagement and provide personal feedback in large classes.” Research in Learning Technology, 21, 1-18.
[19] Weurlander et al., (Sept., 2012). “Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment.” Assessment & Evaluation in Higher Education, 37(6), pp. 747-760.
[20] Wei, L., (January, 2011). “Formative assessment in classrooms: Operational producers.” Journal of Language and Teaching and Research, 2(1), pp.99-103.Doi:10.4304/jltr.2.1.99-103.
[21] Yalaki, Y., (summer, 2010). “Simple formative assessment, high learning gains in college general chemistry.”, 40, pp.223-240.
[22] Zhang,Ch. & Qu, W., (March, 2013). “The analysis of summative assessment and formative assessment and their roles in college English assessment system.” Journal of Language Teaching and Research, 4 (2),pp. 335-339.
[2] Black, P. & William, D., (1996, December). “Meanings and Consequences: a basis for distinguishing Formative and summative functions of assessment?” British Educational Research Journal, 22 (5), pp.537-548.
[3] CERI., (2005). “Formative assessment: Improving learning in secondary classrooms.” Paris: OECD. DOI: 10.1787/9789264007413-en.
[4] Clark, I., (spring, 2011). “Formative Assessment: Policy, Perspectives and Practice.” Florida journal of educational Administration & Policy, 4(2), 158-180.
[5] Cowan, J., (June, 2010). “Developing the ability for making evaluation judgments.” Teaching in Higher Education, 15(3), pp.323-334.
[6] Crisp, T., (February, 2012). “Integrative assessment: reframing assessment practice for current and future learning.” Assessment & Evaluation in Higher Education, 37 (1), pp.33-43.
[7] Hatzipanagos, S. & Rochon, R., (2010) “Editorial: introduction to the special issue: approaches to assessment that enhance learning” Assessment and Evaluation in Higher Education, 35(5), pp.491–492.
[8] Herna´ndez, R., (January, 2012). “Does continuous assessment in higher education support student learning?” High Educ., 64, pp.489-502.
[9] Heron, G., (April, 2011). “Examining principles of formative and summative feedback.” British Journal of Social Work, 41, pp.276-295.
[10] Kaya, Z.& Tan, S., (2014). “New trends of assessment and assessment in distance education.” Turkish Online Journal of Distance Education-TOJDE, 15(1), pp. 206-2017.
[11] Kealey, E., (2010). “Assessment and Evaluation in Social Work Education: Formative and Summative Approaches.” Journal of Teaching in Social Work, 30: pp.64-74.
[12] Knight, P. T., & Yorke, M. “Assessment, learning and employability.” Maidenhead: SRHE and Open University Press. (2003).
[13] O'Donovan, B., Price, M., & Rust, C., (2004). “Know what I mean? Enhancing student understanding of assessment standards and criteria.” Teaching in Higher Education, 9(3), pp.325-335.
[14] Parkes, K., (2010). “Performances Assessment: Lessons from performers”. International Journal of Teaching and Learning in Higher Education, 22(1), pp.98-106.
[15] Shafiq, F. & Siddiquah, A., (Sept., 2011). “Effect of classroom quizzes on graduate student’s achievement.” International Journal of Academic Research, 3(5), pp.76-79.
[16] Taras, M., (2005). “Assessment- summative and formative- some theoretical reflections.” British Journal of Educational Studies, 53 (4), pp.466-478.
[17] Torrance, H., (June, 2012). “Formative assessment at the crossroads: conformative, deformative and transformative assessment.” Oxford Review of Education, 38(3), pp.323-342.
[18] Voelkel, S., (March, 2013). “Combining the formative with the summative: the development of a two- stage online test to encourage engagement and provide personal feedback in large classes.” Research in Learning Technology, 21, 1-18.
[19] Weurlander et al., (Sept., 2012). “Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment.” Assessment & Evaluation in Higher Education, 37(6), pp. 747-760.
[20] Wei, L., (January, 2011). “Formative assessment in classrooms: Operational producers.” Journal of Language and Teaching and Research, 2(1), pp.99-103.Doi:10.4304/jltr.2.1.99-103.
[21] Yalaki, Y., (summer, 2010). “Simple formative assessment, high learning gains in college general chemistry.”, 40, pp.223-240.
[22] Zhang,Ch. & Qu, W., (March, 2013). “The analysis of summative assessment and formative assessment and their roles in college English assessment system.” Journal of Language Teaching and Research, 4 (2),pp. 335-339.
Downloads
Published
2015-07-31
How to Cite
Chaqmaqchee, Z. A. (2015). Student’s Perspective on Formative Assessment: Quizzes and Discussion as Ongoing Process in Higher Education. American Scientific Research Journal for Engineering, Technology, and Sciences, 13(1), 160–177. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/849
Issue
Section
Articles
License
Authors who submit papers with this journal agree to the following terms.
