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ERIC Number: ED158639
Record Type: RIE
Publication Date: 1974
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Formative Evaluation: Interpretation and Participation.
Cox, Roy
An Approach to formative evaluation is described that attempts to actively involve students and explore the meaning of processes, activities, and performances in terms of the wide variety of students' perceptions and responses. When poor student performance is not attributable to lack of effort or ability, the need for a more personal understanding of the meaning of differential formative evaluation is important. Student evaluation needs to be seen within the broader social context of education and especially in relation to the psychology of adolescence. Two individual cases are discussed to illustrate this viewpoint. Different responses of students to particular types of assessment and problems concerning the interpretation of grades are covered. Research from Edinburgh on"cue-consciousness" discusses student expectations and performance and the importance of such behavior in understanding the meaning of formative evaluation. An evaluation study of a course for teachers in Medical General Practice is described to illustrate the need of students for both independence and freedom. The role of the student in course evaluation was not as consumer but as participant who had the responsibility for making the course valuable. Problems that arise in evaluation of student projects or guided work for some content areas make it important to explore individual responses and involve the students more. Student involvement in assessment anchors the learner more in the characteristics of the work rather than in the authority of the teacher. (SW)
University of London Institute of Education, UTMU, 55 Gordon Square, London WC1H ONT, England
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: London Univ. (England). Inst. of Education.
Identifiers: Great Britain
Note: This paper has been reproduced from "Contemporary Issues in Educational Testing" edited by Hans Crombag and Daton de Gruyter, Mouton, The Hague