Does assessment for learning make a difference? The development of a questionnaire to explore the student response

McDowell, Liz, Montgomery, Catherine, Wakelin, Delia and King, Sara (2010) Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36 (7). pp. 749-765. ISSN 0260-2938

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Official URL: http://dx.doi.org/10.1080/02602938.2010.488792

Abstract

Assessment for learning is a widely used term and the concept forms the basis of many teaching innovations in higher education. However, the definitions and scope of assessment for learning vary considerably. We describe a conceptualisation of assessment for learning that encompasses current thinking in a holistic way and which has been trialled and extensively refined in practice. A student questionnaire is presented which has enabled us to explore the student experience. Results indicate that the overall student experience is more positive in modules where assessment for learning approaches are used and students are more likely to take a deep approach to learning. It also demonstrates that the student experience is centred on staff support and module design, feedback, active engagement and peer learning. The full questionnaire is made available and its wider use in evaluation, enhancement and research is encouraged.

Item Type: Article
Uncontrolled Keywords: assessment for learning, student questionnaire
Subjects: X100 Training Teachers
X200 Research and Study Skills in Education
X300 Academic studies in Education
Department: Faculties > Engineering and Environment > Mathematics, Physics and Electrical Engineering
Depositing User: EPrint Services
Date Deposited: 16 Apr 2010 14:37
Last Modified: 10 Aug 2015 11:24
URI: http://nrl.northumbria.ac.uk/id/eprint/2906

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