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ERIC Number: EJ981923
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0260-2938
Exploring Formative Assessment as a Tool for Learning: Students' Experiences of Different Methods of Formative Assessment
Weurlander, Maria; Soderberg, Magnus; Scheja, Max; Hult, Hakan; Wernerson, Annika
Assessment & Evaluation in Higher Education, v37 n6 p747-760 2012
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students' experiences of these two forms of assessment. All students were engaged in both assessment methods, which were conducted a few weeks apart, and data were collected soon after each assessment. Our findings suggest that formative assessments motivate students to study, make them aware of what they have learned and where they need to study more. Thus, formative assessment can act as a tool for learning, contributing to the process and outcomes of learning. A closer look at students' experiences of each form of assessment reveals interesting differences. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Sweden