NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810511
Record Type: Journal
Publication Date: 2008-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1743-9884
Student Reflections on Formative E-Assessment: Expectations and Perceptions
Walker, David J.; Topping, Keith; Rodrigues, Susan
Learning, Media and Technology, v33 n3 p221-234 Sep 2008
Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which investigated student expectations and perceptions of formative e-assessment. Screen-capture software was utilised to record students' on-task actions during completion of a formative e-assessment. The captured interaction was subsequently used to stimulate recall in post-assessment interviews. Participants discussed the thinking underpinning their approach to different question types, reflected on strategies employed during completion of their assessments and described in detail any difficulties encountered. Interpretative phenomenological analysis identified seven major themes. These provided an insight into the way students approach formative e-assessment tasks, the techniques they employ, issues associated with assessment design, and the provision and quality of feedback. Implications for future research and professional action to enhance the effectiveness of formative assessment were outlined. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A