ERIC Number: EJ1172676
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Student Perspectives on Assessment for Learning
DeLuca, Christopher; Chapman-Chin, Allison E. A.; LaPointe-McEwan, Danielle; Klinger, Don A.
Curriculum Journal, v29 n1 p77-94 2018
Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers' knowledge, skills, and practices, with few studies examining students' responses to an AfL pedagogical approach. The purpose of this research was to focus directly on students' perspectives on their use and value of AfL approaches through a survey of 1079 K-12 students and portfolio-based interviews with 12 purposefully selected students. Survey data were analyzed through descriptive and inferential statistics across grade levels. Interview data were analyzed using standard thematic coding processes. Students most frequently used and valued teacher feedback and success criteria to support their learning. Peer feedback was the least valued AfL approach for all students. Some significant differences between grade levels were noted. Our results suggest that using AfL approaches is a learned behaviour; students need to be explicitly taught about AfL concepts, terminology, and use over time. This study also highlights that AfL implementation requires sustained focus, research, and support in schools and classrooms for students to value and fully benefit from assessment-based teaching.
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Student Attitudes, Student Surveys, Student Evaluation, Semi Structured Interviews, Portfolio Assessment, Formative Evaluation, Comparative Analysis, Instructional Program Divisions, Statistical Analysis, Statistical Inference
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A