Publication Date
In 2024 | 3 |
Since 2023 | 7 |
Since 2020 (last 5 years) | 27 |
Since 2015 (last 10 years) | 85 |
Descriptor
Source
Assessment & Evaluation in… | 85 |
Author
Boud, David | 4 |
Jessop, Tansy | 3 |
Deeley, Susan J. | 2 |
Han, Chao | 2 |
Harland, Tony | 2 |
Panadero, Ernesto | 2 |
Reimann, Nicola | 2 |
Sadler, Ian | 2 |
Smith, Charlie | 2 |
Tomas, Carmen | 2 |
Wald, Navé | 2 |
More ▼ |
Publication Type
Journal Articles | 85 |
Reports - Research | 71 |
Reports - Evaluative | 10 |
Information Analyses | 5 |
Reports - Descriptive | 4 |
Tests/Questionnaires | 2 |
Education Level
Higher Education | 78 |
Postsecondary Education | 63 |
Two Year Colleges | 2 |
Elementary Education | 1 |
Secondary Education | 1 |
Audience
Teachers | 1 |
Location
United Kingdom | 11 |
Australia | 10 |
Netherlands | 5 |
South Africa | 4 |
China | 3 |
New Zealand | 3 |
Japan | 2 |
Norway | 2 |
Sweden | 2 |
Taiwan | 2 |
United Kingdom (Scotland) | 2 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Test of English as a Foreign… | 1 |
What Works Clearinghouse Rating
Torunn Olsen; John Hunnes – Assessment & Evaluation in Higher Education, 2024
This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to…
Descriptors: Formative Evaluation, Feedback (Response), College Freshmen, Business Administration Education
Mariana Orozco – Assessment & Evaluation in Higher Education, 2024
When instructors assess students' laboratory reports to appraise the underlying scientific reasoning, they disclose their own concerns, epistemological assumptions and beliefs about science. The analysis of such assessments (i.e. rubric-centred scores and corresponding justificatory comments) offer a wealth of insights that can be re-engaged in…
Descriptors: Student Evaluation, Formative Evaluation, Science Laboratories, Scoring Rubrics
Katrina McLachlan; Neil Tippett – Assessment & Evaluation in Higher Education, 2024
Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback,…
Descriptors: Electronic Learning, Feedback (Response), College Students, Media Education
Postmes, Lieselotte; Bouwmeester, Rianne; de Kleijn, Renske; van der Schaaf, Marieke – Assessment & Evaluation in Higher Education, 2023
Using rubrics can benefit the quality of assessment and learning. However, the conditions that stimulate or obstruct these benefits have been insufficiently studied. One underinvestigated claim is that rubrics are no substitution for good instruction and assessment and that teachers need training in utilising them. This is relevant since teachers…
Descriptors: Supervisors, Graduate Students, Scoring Rubrics, Formative Evaluation
Michela, John L. – Assessment & Evaluation in Higher Education, 2023
Despite its name, the halo effect in student evaluation of teaching (SET) response is not mystical. Halo in SET results from psychological processes that undermine SET validity, particularly for summative evaluation (pay decisions, etc.). These processes span psychological concepts of cognition, motivation and affect. This paper demonstrates that…
Descriptors: Student Evaluation of Teacher Performance, Cognitive Processes, Bias, Psychological Patterns
Nkealah, Naomi – Assessment & Evaluation in Higher Education, 2023
Assessment in higher education is a complex path to navigate, with unexpected twists and turns. Although many studies project the positive outcomes of assessment for learning, the outcomes do not always match the intention. Even when formative assessment is well-planned, the implementation may take such a toll, leaving a lecturer physically…
Descriptors: Higher Education, Educational Assessment, Faculty Workload, Foreign Countries
Zheng, Yao; Xu, Jian – Assessment & Evaluation in Higher Education, 2023
While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French…
Descriptors: Student Writing Models, Second Language Learning, English (Second Language), French
Smith, Charlie – Assessment & Evaluation in Higher Education, 2022
Increasingly, attention is being turned toward the actions of students in relation to feedback. This paper presents the outcomes of a questionnaire study researching what undergraduate and postgraduate architecture students perceive as the purpose of feedback, how they use feedback on their coursework, and what makes them more likely to act on it.…
Descriptors: Architectural Education, Formative Evaluation, Summative Evaluation, Undergraduate Students
Blondeel, Eva; Everaert, Patricia; Opdecam, Evelien – Assessment & Evaluation in Higher Education, 2022
Using additional learning materials positively influences student performance. The literature focuses mainly on learning outcomes, whereas the present study investigates whether two intermediate (take-home) tests are a successful tool to increase student use of online formative assessments (OFAs). This study is a between-subjects quasi-experiment,…
Descriptors: Undergraduate Students, Formative Evaluation, Tests, Computer Uses in Education
Kruiper, Stephanie M. A.; Leenknecht, Martijn J. M.; Slof, Bert – Assessment & Evaluation in Higher Education, 2022
Despite the increasing popularity of formative assessment as an instructional tool, teachers find it difficult to implement formative assessment strategies in their practice. To address this we developed a training programme based on formative assessment and scaffolding literature. A quasi-experimental design was utilised to examine the…
Descriptors: Formative Evaluation, Teaching Methods, Comparative Analysis, Scaffolding (Teaching Technique)
Mannion, Jessica – Assessment & Evaluation in Higher Education, 2022
The methods in which self-assessment are facilitated have not been significantly addressed within the literature. Self-assessment is also fraught with concerns around reliability and validity. As a result, a systematic 3-stage plan was developed to embed self-assessment into a module design. The planning, formative and summative (PFS) model of…
Descriptors: Self Evaluation (Individuals), Feedback (Response), Formative Evaluation, Summative Evaluation
Malecka, Bianka; Ajjawi, Rola; Boud, David; Tai, Joanna – Assessment & Evaluation in Higher Education, 2022
Feedback is justified when it has a positive influence on students' subsequent performance. Opportunities for student action need therefore to be consciously designed if feedback is to influence learning. In this paper, we discuss how ipsative design of feedback processes, i.e. involving comparison of a student's current performance with a…
Descriptors: Feedback (Response), Educational Technology, Portfolios (Background Materials), Teacher Student Relationship
Smith, Charlie – Assessment & Evaluation in Higher Education, 2021
Pedagogic discourse on feedback has shifted away from teachers' actions towards how it is used by students to improve their work and learning strategies. In architecture programmes feedback occurs through a combination of methods; this paper presents the outcomes of a questionnaire study researching undergraduate and postgraduate students'…
Descriptors: Architectural Education, Graduate Students, Undergraduate Students, Student Attitudes
McCallum, Suzanne; Milner, Margaret M. – Assessment & Evaluation in Higher Education, 2021
This article reports on the implementation of formative e-assessments in courses taken by first-year students. The central aim is to measure the effectiveness of the formative e-assessments with reference to the student voice and staff reflections. Students engaged with the formative assessments and the evidence gathered via questionnaires show…
Descriptors: Formative Evaluation, Instructional Effectiveness, Student Attitudes, Teacher Attitudes
Zong, Zheng; Schunn, Christian D.; Wang, Yanqing – Assessment & Evaluation in Higher Education, 2021
Peer review is regularly found to be a powerful and efficient technique for assessment and feedback, but many students are inexperienced and sometimes struggle to provide meaningful feedback. It is considered best practice to provide students with some training on how to be a good reviewer, but few classes can afford to devote much time to such…
Descriptors: Peer Evaluation, Formative Evaluation, Writing Assignments, Feedback (Response)