Assessment for learning: the differing perceptions of tutors and students
Maclellan, Effie (2001) Assessment for learning: the differing perceptions of tutors and students. Assessment and Evaluation in Higher Education, 26 (4). pp. 307-318. ISSN 0260-2938 (https://doi.org/10.1080/02602930120063466)
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Abstract
The purpose of this study was to describe assessment practices as these were experienced by tutors and students in one higher education establishment. Eighty members of faculty staff (80% return) and 130 3rd-year undergraduates (100% return) completed a 40-item questionnaire on their experiences of assessment. The questionnaire included items on the purpose of assessment, the nature and demand level of the tasks which were assessed, the timing of assessment and the procedures for marking and reporting. Statistical analyses of the data showed that there was a significant difference of perception between the two groups. These results are discussed in terms of alternative theoretical models of assessment and suggest that while staff declared a commitment to the formative purposes of assessment and maintained that the full range of learning was frequently assessed, they engaged in practices which militated against formative assessment and authentic assessment being fully realised.
ORCID iDs
Maclellan, Effie ORCID: https://orcid.org/0000-0002-5171-0921;-
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Item type: Article ID code: 2427 Dates: DateEvent1 August 2001PublishedSubjects: Education > Theory and practice of education > Higher Education Department: Faculty of Education > Educational and Professional Studies Depositing user: Strathprints Administrator Date deposited: 07 Dec 2006 Last modified: 14 Nov 2024 16:21 URI: https://strathprints.strath.ac.uk/id/eprint/2427