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Student Assessment and Feedback

Works Count: 32447

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This cluster of papers focuses on formative assessment, feedback practices, and their impact on self-regulated learning in education. It explores topics such as peer assessment, assessment literacy, rubrics, student and teacher perceptions, and the influence of feedback on learning outcomes.

Keywords

Formative Assessment; Feedback; Self-regulated Learning; Peer Assessment; Assessment Literacy; Rubrics; Student Perception; Teacher Practice; Learning Outcomes; Educational Research

Defining Twenty-First Century Skills

2011-10-13

Marilyn Binkley , Ola Erstad , Joan L. Herman +4 more

Educative assessment: designing assessments to inform and improve student performance

1999-01-01

Grant Wiggins

Educative Assessment: A Vision. ESSENTIAL ELEMENTS OF ASSESSMENT. Ensuring Authentic Performance. Providing Ongoing Feedback. Promoting Student Understanding. DESIGNING ASSESSMENTS. Standards and Criteria. Individual Performance Tasks. Scoring Rubrics. APPLICATIONS AND IMPLICATIONS. … Educative Assessment: A Vision. ESSENTIAL ELEMENTS OF ASSESSMENT. Ensuring Authentic Performance. Providing Ongoing Feedback. Promoting Student Understanding. DESIGNING ASSESSMENTS. Standards and Criteria. Individual Performance Tasks. Scoring Rubrics. APPLICATIONS AND IMPLICATIONS. Portfolio as Evidence. Curriculum and Instruction. Grading and Reporting. Teaching and Accountability. CHANGING THE SYSTEM. Feasibility: Real and Imagined. Next Steps.

Assessment for Learning- putting it into practice

2003-09-01

Paul Black , Christine Harrison , Clare Lee +2 more

The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant improvement in the … The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students’ test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom. Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

Assessment and Classroom Learning

1998-03-01

Paul Black , Dylan Wiliam

ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about … ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

What is assessment for learning?

2011-03-01

Dylan Wiliam

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Developing the theory of formative assessment

2009-01-23

Paul Black , Dylan Wiliam

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The Role of Assessment in a Learning Culture

2000-10-01

Lorrie A. Shepard

of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of that can be used as a part of instruction … of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large number of educational researchers who participate, in one way or another, in teacher education. The transformation of practices cannot be accomplished in separate tests and courses, but rather should be a central concern in teaching methods courses. The article is organized in three parts. I present, first, an historical framework highlighting the key tenets of social efficiency curricula, behaviorist learning theories, and scientific measurement. Next, I offer a contrasting socialconstructivist conceptual framework that blends key ideas from cognitive, constructivist, and sociocultural theories. In the third part, I elaborate on the ways that practices should change to be consistent with and support socialconstructivist pedagogy. The impetus for my development of an historical framework was the observation by Beth Graue (1993) that assessment and instruction are often conceived as curiously separate in both time and purpose (p. 291, emphasis added). As Graue notes, the approach to classroom assessment, exemplified by standardized tests and teacher-made emulations of those tests, presents a barrier to the implementation of more constructivist approaches to instruction. To understand the origins of Graue's picture of separation and to help explain its continuing power over presentday practice, I drew the chronology in Figure 1. A longerterm span of history helps us see that those perspectives, now felt to be incompatible with instruction, came from an earlier, highly consistent theoretical framework (on the left) in which conceptions of scientific measurement were closely aligned with traditional curricula and beliefs about learning. To the right is an emergent, constructivist paradigm in which teachers' close of students' understandings, feedback from peers, and student self-assessments would be a central part of the social processes that mediate the development of intellectual abilities, construction of knowledge, and formation of students' identities. The best way to understand dissonant current practices, shown in the middle of the figure, is to realize that instruction (at least in its ideal form) is drawn from the emergent paradigm, while testing is held over from the past. Historical Perspectives: Curriculum, Psychology, and Measurement

Aligning assessment with long‐term learning

2006-05-16

David Boud , Nancy Falchikov

Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must … Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end.

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Rethinking models of feedback for learning: the challenge of design

2012-05-31

David Boud , Elizabeth Molloy

Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the … Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.

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Contemporary Intellectual Assessment: Theories, Tests, and Issues

2013-04-25

Jeanne Gallo

to make an e-book bundled in with the hard copy probably took some courage, at a time when intellectual property rights and their protection often times conflict with the need … to make an e-book bundled in with the hard copy probably took some courage, at a time when intellectual property rights and their protection often times conflict with the need to make high-quality clinical neuroscience more readily available.I recommend this book very highly to anyone in our discipline looking for a state-of-the-art summary of all the many dimensions to one of our most troubling public health problems.In the course of almost four decades in the mind/brain sciences, I have reviewed easily a dozen or more of these massive textbook compilations on various subjects in the neurosciences and I would have to place this volume at the top, as one of the very best on any subject.It took real courage from the editors and the publishers to bear the risks and challenges of creating this large a volume, to say nothing of the hard work and effort.Bravo to the editors and the many contributors for this absolutely first rate compilation!Reference Watt, D. F.

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A review of rubric use in higher education

2009-08-13

Y. Malini Reddy , Heidi Andrade

Abstract This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies … Abstract This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts. Keywords: rubrichigher educationformative assessmentreview of empirical researchreliability and validityuser perceptionseffects on performanceprogramme assessment Acknowledgement The authors are grateful to Dr Anders Jönsson for his thoughtful feedback on a draft of this manuscript.

Online formative assessment in higher education: A review of the literature

2011-06-26

Joyce Gikandi , Donna Morrow , Niki Davis

Developing sustainable feedback practices

2010-11-04

David Carless , Diane Salter , Min Yang +1 more

Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a … Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self‐regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.

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Formative Assessment: revisiting the territory

1998-03-01

D. Royce Sadler

(1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84. (1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.

Rethinking feedback practices in higher education: a peer review perspective

2013-05-10

David Nicol , Avril Thomson , Caroline Breslin

AbstractPeer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily … AbstractPeer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, this study illuminates students’ perceptions of the different learning benefits resulting from feedback receipt and feedback production, and, importantly, it provides insight into the cognitive processes that are activated when students construct feedback reviews. The findings show that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers, and, through a reflective process, about their own work; that it involves them in both invoking and applying criteria to explain those judgements; and that it shifts control of feedback processes into students’ hands, a shift that can reduce their need for external feedback. The theoretical and practical implications of these findings are discussed. It is argued that the capacity to produce quality feedback is a fundamental graduate skill, and, as such, it should receive much greater attention in higher education curricula.Keywords: peer reviewfeedbackhigher educationproducing feedback reviews AcknowledgementsThe authors would like to thank Dr Michela Clari of the University of Edinburgh for her many perceptive and constructive feedback comments which helped improve the quality of this manuscript. We would also like to thank JISC UK for funding the PEER Project which allowed us to research this topic, and for their further funding for the PEER Toolkit project. Details of these projects can be found at www.reap.ac.uk Last, and not least, we thank the Design Engineering students for providing such deep insight into the mental processes elicited by peer review activities. This went beyond what we had anticipated when we designed the survey and focus group protocols.

A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

2002-07-01

Thomas M. Haladyna , Steven M. Downing , Michael C. Rodriguez

Abstract A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 … Abstract A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to educate teachers and future teachers, textbook writers are encouraged to consider these findings in future editions of their textbooks. This taxonomy may also have usefulness for developing test items for large-scale assessments. Finally, research on multiple-choice item writing is discussed both from substantive and methodological viewpoints.

The use of scoring rubrics: Reliability, validity and educational consequences

2007-01-01

Anders Jönsson , Gunilla Svingby

Beyond feedback: developing student capability in complex appraisal

2010-08-01

D. Royce Sadler

Abstract Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students, feedback seems … Abstract Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students, feedback seems to have little or no impact, despite the considerable time and effort put into its production. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into its structure, timing and other parameters. For students to be able to apply feedback, they need to understand the meaning of the feedback statements. They also need to identify, with near certainty, the particular aspects of their work that need attention. For these to occur, students must possess critical background knowledge. This article sets out the nature of that knowledge and how students can acquire it. They must appropriate for themselves three fundamental concepts – task compliance, quality and criteria – and also develop a cache of relevant tacit knowledge. Keywords: formative assessmentfeedbackqualitative judgementpeer assessmentcriteria

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Does Washback Exist?

1993-06-01

J. Charles Alderson , D. Wall

Journal Article Does Washback Exist? Get access J. CHARLES ALDERSON, J. CHARLES ALDERSON Lancaster University Search for other works by this author on: Oxford Academic Google Scholar DIANNE WALL DIANNE … Journal Article Does Washback Exist? Get access J. CHARLES ALDERSON, J. CHARLES ALDERSON Lancaster University Search for other works by this author on: Oxford Academic Google Scholar DIANNE WALL DIANNE WALL Lancaster University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 14, Issue 2, June 1993, Pages 115–129, https://doi.org/10.1093/applin/14.2.115 Published: 01 June 1993 Article history Revision received: 01 October 1992 Published: 01 June 1993

Differing perceptions in the feedback process

2006-03-21

David Carless

Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback … Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large‐scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine‐grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that ‘assessment dialogues’ are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.

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Formative assessment: a critical review

2011-01-26

Randy Elliot Bennett

This paper covers six interrelated issues in formative assessment (aka, 'assessment for learning'). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited … This paper covers six interrelated issues in formative assessment (aka, 'assessment for learning'). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under‐representation of measurement principles in that conceptualisation, the teacher‐support demands formative assessment entails, and the impact of the larger educational system. The paper concludes that the term, 'formative assessment', does not yet represent a well‐defined set of artefacts or practices. Although research suggests that the general practices associated with formative assessment can facilitate learning, existing definitions admit such a wide variety of implementations that effects should be expected to vary widely from one implementation and student population to the next. In addition, the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished sources. To realise maximum benefit from formative assessment, new development should focus on conceptualising well‐specified approaches built around process and methodology rooted within specific content domains. Those conceptualisations should incorporate fundamental measurement principles that encourage teachers and students to recognise the inferential nature of assessment. The conceptualisations should also allow for the substantial time and professional support needed if the vast majority of teachers are to become proficient users of formative assessment. Finally, for greatest benefit, formative approaches should be conceptualised as part of a comprehensive system in which all components work together to facilitate learning.

Peer feedback: the learning element of peer assessment

2006-07-01

Ngar-Fun Liu , David Carless

Abstract This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant … Abstract This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment involving the awarding of marks. It also recommends some strategies for promoting peer feedback, through engaging students with criteria and for embedding peer involvement within normal course processes. Acknowledgments We would like to thank all colleagues involved in LOAP activities and David Boud for his inspiration and support.

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Inside the Black Box: Raising Standards through Classroom Assessment

2010-09-01

Paul Black , Dylan Wiliam

Formative assessment is an essential component of classroom work and can raise student achievement. Formative assessment is an essential component of classroom work and can raise student achievement.

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Validity and washback in language testing

1996-11-01

Samuel Messick

Washback, a concept prominent in applied linguistics, refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would … Washback, a concept prominent in applied linguistics, refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do that promote or inhibit language learning. Some proponents have even maintained that a test's validity should be appraised by the degree to which it manifests positive or negative washback, a notion akin to the proposal of 'systemic validity' in the educational measurement literature. This article examines the concept of washback as an instance of the consequential aspect of construct validity, linking positive washback to so-called authentic and direct assessments and, more basically, to the need to minimize construct under- representation and construct-irrelevant difficulty in the test.

Sustainable Assessment: Rethinking assessment for the learning society

2000-11-01

David Boud

Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to … Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.

The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning

2002-02-01

Richard Higgins , P. Hartley , Alan Skelton

This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory … This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual students, including those relating to the quality, quantity and language of comments. But the students in the study seemed to read and value their tutors' comments. Their perceptions of feedback do not indicate that they are simply instrumental 'consumers' of education, driven solely by the extrinsic motivation of the mark and as such desire feedback which simply provides them with 'correct answers'. Rather, the situation is more complex. While recognising the importance of grades, many of the students in the study adopt a more 'conscientious' approach. They are motivated intrinsically and seek feedback which will help them to engage with their subject in a 'deep' way. Implications of the findings for theory and practice are discussed.

To give is better than to receive: The benefits of peer review to the reviewer's own writing

2008-09-03

Kristi Lundstrom , Wendy Baker

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Focus on Formative Feedback

2008-02-25

Valerie J. Shute

This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking … This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some time has elapsed). Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues are discussed. This review concludes with guidelines for generating formative feedback.

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Making Sense of Assessment Feedback in Higher Education

2013-02-23

Carol Evans

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback … This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

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Workplace-based assessment as an educational tool: AMEE Guide No. 31

2007-01-01

John J. Norcini , Vanessa Burch

Background: There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative … Background: There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback.Aims: To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the nature of feedback, examine the effect of faculty development on its quality, and summarize the challenges still faced.Results: The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training.Conclusions: There is a need for formative assessment which offers trainees the opportunity for feedback. Several good methods exist and feedback has been shown to have a major influence on learning. The critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.

Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks

2000-09-01

Nancy Falchikov , Judy Goldfinch

Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well … Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than professional practice, are being rated. Studies with high design quality appear to be associated with more valid peer assessments than those which have poor experimental design. Hypotheses concerning the greater validity of peer assessments in advanced rather than beginner courses and in science and engineering rather than in other discipline areas were not supported. In addition, multiple ratings were not found to be better than ratings by singletons. The study pointed to differences between self and peer assessments, which are explored briefly. Results are discussed and fruitful areas for further research in peer assessment are suggested.

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

2006-03-21

David Nicol , Debra Macfarlane‐Dick

The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is … The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy‐to‐implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.

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Assessment Crisis: The Absence of Assessment <i>for</i> Learning

2002-06-01

Richard J. Stiggins

A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes. - Marcel Proust IF WE ARE finally to connect assessment to school improvement … A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes. - Marcel Proust IF WE ARE finally to connect assessment to school improvement in meaningful ways, we must come to see assessment through new eyes. Our failure to find a potent connection has resulted in a deep and intensifying crisis in assessment in American education. Few elected officials are aware of this crisis, and almost no school officials know how to address it. Our current assessment systems are harming huge numbers of students for reasons that few understand. And that harm arises directly from our failure to balance our use of standardized tests and classroom assessments in the service of school improvement. When it comes to assessment, we have been trying to find answers to the wrong questions. Politicians routinely ask, How can we use assessment as the basis for doling out rewards and punishments to increase teacher and student effort? They want to know how we can intensify the intimidation associated with annual testing so as to force greater achievement. How we answer these questions will certainly affect schools. But that impact will not always be positive. Moreover, politicians who ask such questions typically look past a far more important pair of prior questions: How can we use assessment to help all our students want to learn? How can we help them feel able to learn? Without answers to these questions, there will be no school improvement. I explain why below. School administrators in federal, state, and local education agencies contribute to our increasingly damaging assessment crisis when they merely bow to politicians' beliefs and focus unwaveringly on the question of how to make our test scores go up. To be sure, accountability for student learning is important. I am not opposed to high-stakes testing to verify school quality -- as long as the tests are of sound quality.1 However, our concern for test scores must be preceded by a consideration of more fundamental questions: Are our current approaches to assessment improving student learning? Might other approaches to assessment have a greater impact? Can we design state and district assessment systems that have the effect of helping our students want to learn and feel able to learn? Furthermore, the measurement community, of which I am a member, also has missed an essential point. For decades, our priorities have manifested the belief that our job is to discover ever more sophisticated and efficient ways of generating valid and reliable test scores. Again, to be sure, accurate scores are essential. But there remains an unasked prior question: How can we maximize the positive impact of our scores on learners? Put another way, How can we be sure that our assessment instruments, procedures, and scores serve to help learners want to learn and feel able to learn? We are a nation obsessed with the belief that the path to school improvement is paved with better, more frequent, and more intense standardized testing. The problem is that such tests, ostensibly developed to leave no student behind, are in fact causing major segments of our student population to be left behind because the tests cause many to give up in hopelessness -- just the opposite effect from that which politicians intended. Student achievement suffers because these once-a-year tests are incapable of providing teachers with the moment-to-moment and day-to- day information about student achievement that they need to make crucial instructional decisions. Teachers must rely on classroom assessment to do this. The problem is that teachers are unable to gather or effectively use dependable information on student achievement each day because of the drain of resources for excessive standardized testing. There are no resources left to train teachers to create and conduct appropriate classroom assessments. …

Peer Assessment Between Students in Colleges and Universities

1998-09-01

Keith J. Topping

A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed. A review of the developing literature follows, … A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed. A review of the developing literature follows, including both process and outcome studies. This indicates that peer assessment is of adequate reliability and validity in a wide variety of applications. Peer assessment of writing and peer assessment using marks, grades, and tests have shown positive formative effects on student achievement and attitudes. These effects are as good as or better than the effects of teacher assessment. Evidence for such effects from other types of peer assessment (of presentation skills, group work or projects, and professional skills) is, as yet, more limited. Computer-assisted peer assessment is an emerging growth area. Important factors in successful implementation are summarized, and recommendations for future research and practice are made.

Formative assessment and the design of instructional systems

1989-06-01

D. Royce Sadler

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The Interplay of Evidence and Consequences in the Validation of Performance Assessments

1994-03-01

Samuel Messick

Authentic and direct assessments of performances and products are examined in the light of contrasting functions and purposes having implications for validation, especially with respect to the need for specialized … Authentic and direct assessments of performances and products are examined in the light of contrasting functions and purposes having implications for validation, especially with respect to the need for specialized validity criteria tailored for performance assessment. These include contrasts between performances and products, between assessment of performance per se and performance assessment of competence or other constructs, between structured and unstructured problems and response modes, and between breadth and depth of domain coverage. These distinctions are elaborated in the context of an overarching contrast between task-driven and construct-driven performance assessment. Rhetoric touting performance assessments because they eschew decomposed skills and decontextualized tasks is viewed as misguided, in that component skills and abstract problems have a legitimate place in pedagogy. Hence, the essence of authentic assessment must be sought elsewhere, that is, in the quest for complete construct representation. With this background, the concepts of “authenticity” and “directness” of performance assessment are treated as tantamount to promissory validity claims that they offset, respectively, the two major threats to construct validity, namely, construct underrepresentation and construct-irrelevant variance. With respect to validation, the salient role of both positive and negative consequences is underscored as well as the need, as in all assessment, for evidence of construct validity.

From monologue to dialogue: improving written feedback processes in mass higher education

2010-08-01

David Nicol

Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address … Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.

The Instructional Effect of Feedback in Test-Like Events

1991-06-01

Robert L. Bangert‐Drowns , Chen‐Lin C. Kulik , James A. Kulik +1 more

Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In … Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation timing, response certainty, and whether students could merely copy answers from feedback without having to generate their own. The present meta-analysis reviewed 58 effect sizes from 40 reports. Feedback effects were found to vary with control for presearch availability, type of feedback, use of pretests, and type of instruction and could be quite large under optimal conditions. Mediated intentional feedback for retrieval and application of specific knowledge appears to stimulate the correction of erroneous responses in situations where its mindful ( Salomon & Globerson, 1987 ) reception is encouraged.

The Power of Feedback

2007-03-01

John Hattie , Helen Timperley

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning … Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

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Working inside the Black Box: Assessment for Learning in the Classroom

2004-09-01

Paul Black , Christine Harrison , Clare Lee +2 more

'Inside the Black Box' (Phi Delta Kappan, October 1998) summarized research evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact on students' learning. … 'Inside the Black Box' (Phi Delta Kappan, October 1998) summarized research evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact on students' learning. Here we report on one study that has attempted to put this into practice with 24 secondary school mathematics and science teachers in England. Through the use of improved questioning techniques, feedback focusing on how to improve rather than grading, and involving students in peer-assessment and self-assessment, teachers found that the motivation and attitudes of their students improved, and the students achieved higher scores on externally set tests and examinations than other students at the same schools.

The development of student feedback literacy: enabling uptake of feedback

2018-05-03

David Carless , David Boud

Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses … Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students' feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students' feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research.

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Rethinking Assessment in Higher Education

2007-03-28

David Boud , Nancy Falchikov

Part 1: Setting the Scene 1. Assessment for the Longer Term 2. Reframing Assessment as if Learning was Important Part 2: The Context of Assessment 3. Assessment in Higher Education: … Part 1: Setting the Scene 1. Assessment for the Longer Term 2. Reframing Assessment as if Learning was Important Part 2: The Context of Assessment 3. Assessment in Higher Education: An Impossible Mission? 4. Learning Assessment: Students' Experiences in Post-School Qualifications Part 3: Themes 5. Contradictions of Assessment for Learning in Institutions of Higher Learning 6. Grading, Classifying and Future Learning 7. Assessment Engineering: Breaking Down Barriers between Teaching and Learning, and Assessment 8. Rethinking Feedback and Assessment-for-Learning 9. Conceptions of Self-Assessment: What is Needed for Long Term Learning? 10. The Place of Peers in Assessment 11. Assessment and Emotion: The Impact of Being Assessed Part 4: The Practice of Assessment 12. Writing about Practice for Future Learning 13. The Contribution of Sustainable Assessment to Teachers' Continuing Professional Development 14. Developing Assessment for Informing Judgement

Navigating the digital shift: investigating the viability of digital assessments for electrical and electronic engineering students

2025-06-25

Zohaib Akhtar , Esther Perea-Borobio | European Journal of Engineering Education

Case Study Research for Dissertation Success

2025-06-25

Tricia J. Stewart , Nicole G. DeRonck , Samantha Tisi | IGI Global eBooks

There are many qualitative approaches to dissertation research that doctoral students can utilize including ethnography, grounded theory, phenomenology, narrative research, and case study. However, this chapter made the argument that … There are many qualitative approaches to dissertation research that doctoral students can utilize including ethnography, grounded theory, phenomenology, narrative research, and case study. However, this chapter made the argument that case study is a fitting framework for doctoral dissertations because of the straightforward way in which the research design can be presented and data can be collected. While data analysis can be more difficult because of the nature of qualitative research, case study is also an easy way for doctoral students to develop a story based on the findings. In this way, case study allows students the flexibility to build on what they learn to tell the story of the phenomenon under study. One way that students can prepare for working with case study is to bind the work and be mindful of the amount of data that they plan to collect. This chapter also helps doctoral students understand case study, by providing examples taken from actual doctoral dissertations that provide insights on concrete ways to increase the clarity and the robustness of case studies.

Evaluating Teaching Effectiveness

2025-06-23

Jodi Pilgrim , Brenda Morton | Routledge eBooks

How do students self-assess? examining the metacognitive processes of student self-assessment

2025-06-23

Nathan Rickey , Ernesto Panadero , Christopher DeLuca | Metacognition and Learning

How to use Likert Scales for Dual Identities

2025-06-23

Abbie Cairns | Routledge eBooks

What Is Teaching Effectiveness?

2025-06-23

Jodi Pilgrim , Brenda Morton | Routledge eBooks

Implementation of a Peer Assessment Framework for Online Group Based Assessment in Higher Institutions of Learning

2025-06-23

Job Kalema , Jane Katusiime , Simon Kawuma +1 more | International Journal of Computing and Engineering

Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop … Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop a comprehensive framework for implementing peer assessment (PA) in online collaborative learning environments within higher education. It seeks to enhance student engagement, foster collaborative skills, and improve learning outcomes by addressing the challenges associated with PA implementation. Methodology: In this study, we employed the DeLone and McLean Information Systems Success Model (DeLone & McLean, 2003) as a theoretical framework to guide the development and evaluation of the proposed peer assessment (PA) framework to support group-based assessment in eLearning environments. Findings: Communication channels played a crucial role, with satisfaction scores rising from 2.75 (low communication) to 4.25 (strong communication) when effective channels were in place. Instructor feedback emerged as an important predictor, with students rating their experience higher when feedback was provided. Unique Contribution to Theory, Policy and Practice: Integrating monitoring tools and enhancing system customization will be crucial for improving the effectiveness of peer assessment in online learning. As such, educational institutions must invest in both technology and professional development to ensure the successful implementation of collaborative learning tools.

A Call for Change in Summative Assessment: Ideas Generated by Students During the COVID-19 Pandemic

2025-06-20

Carolyn Clarke , Steven Van Zoost , Jo Anne Broders | Journal of the Canadian Association for Curriculum Studies

The changes in summative assessment because of COVID-19 initiated many reflections and discussions between students and teachers. In this article, we document the importance of student involvement in their summative … The changes in summative assessment because of COVID-19 initiated many reflections and discussions between students and teachers. In this article, we document the importance of student involvement in their summative assessments and show the importance of considering students, along with their teachers, as users of assessment. We investigate student views on assessment and how they gain agency by having choice and input into their summative assessments. Students identified four aspects of assessment as key: having agency and choice, making assessment "personal", experiencing authentic learning, and valuing classroom discussion as assessment. To address the concerns raised by students in this research, we identify ways in which curricula and assessment policies may need to change to accommodate students.

Describing academic register

2025-06-20

Diane Pecorari , Averil Coxhead | Routledge eBooks

Activating students in feedback and assessment processes in physical education

2025-06-20

Paul Treschman , Michalis Stylianou , Cameron Brooks +1 more | Sport Education and Society

High-Stakes Tests and Applied Learners: The (Dis)connections Between Curriculum Expectations and Exam Notions of “Literacy”

2025-06-20

Claire Ahn , Nathan Rickey , Alexandra Minuk +2 more | Journal of the Canadian Association for Curriculum Studies

In 2019, 59% of applied English learners failed the Ontario Secondary School Literacy Test (OSSLT), which is a requirement to graduate high school in Ontario. The authors of this paper … In 2019, 59% of applied English learners failed the Ontario Secondary School Literacy Test (OSSLT), which is a requirement to graduate high school in Ontario. The authors of this paper wondered about the 41% who passed. We asked: What curricular connections are being made (or not made)? What is working well? With these questions in mind, the purpose of this article is to share findings from a thematic analysis of literature focusing on applied learners and the OSSLT. Discussions also include findings from a survey that shares the perspectives and experiences of English educators who support students in their applied classrooms on the OSSLT. Findings show a disconnect between curricular and OSSLT assessment expectations of what is considered and valued as literacy. This article highlights a greater need to find and develop best practices for teaching learners in applied English classrooms and for sharing these evidence-based strategies. Such best practices can help educators further support students in applied English classroom to better prepare for the OSSLT which might also inform curriculum development, literacy instruction and standardized testing.

Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs

2025-06-20

Jochen Görtzen , Saskia Stollman , Gonny Schellings +2 more | Studies In Educational Evaluation

Faithful or truthful? Dilemmas encountered by teachers when implementing reduced grading

2025-06-19

D. Normann | Educational Assessment Evaluation and Accountability

Abstract A movement towards reduced grading practices has emerged internationally over the past few decades. Reduced grading refers to approaches aimed to limit the use and emphasis of grades in … Abstract A movement towards reduced grading practices has emerged internationally over the past few decades. Reduced grading refers to approaches aimed to limit the use and emphasis of grades in assessment, which has been shown to affect stakeholders differently and introduces unpredicted challenges (Normann et al., 2023). The movement has been embraced in various educational contexts; however, little is known about stakeholders’ perceptions of this shift away from grading. Analysing interviews with nine vocational teachers using thematic analysis (Braun & Clarke, 2021a), this study explores dilemmas encountered by teachers when implementing reduced grading. The study conceptualises teachers’ ambivalence towards reduced grading as a dilemma and outlines (1) the dilemma of being faithful or truthful (i.e., adhering to policy vs. ensuring transparency for students) and (2) how navigating the faithful-truthful dilemma was stressful for teachers. The concept of being faithful encompasses teachers’ professional loyalty in the form of adhering to policies, whilst being truthful involves focusing their professional loyalty towards students’ assessment needs. Balancing the dilemma is not an easy task. Grappling with the ideals of being faithful or truthful may create challenges for teachers’ professional loyalty, potentially leading to new sources of stress among teachers of not being able to document students’ learning and defend final grade justifications. A discussion and the implications for research, practice and policy are provided.

Exploring L2 postgraduate students’ engagement with supervisor feedback in academic writing

2025-06-19

Xiaolong Cheng , Lawrence Jun Zhang , Timothy JE Neufeld | Language Teaching Research

While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about … While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about how second language (L2) postgraduate students engaged with their supervisors’ feedback in academic writing. To fill this important gap, we employed a mixed-methods approach to examine how L2 postgraduates engaged with supervisor feedback affectively, behaviorally, and cognitively in academic writing. In our study, we collected data from multiple sources including questionnaires, students’ first and revised writing samples, supervisors’ feedback, semi-structured interviews, and stimulated recalls. The analyses of quantitative and qualitative data showed that the participants generally engaged with their supervisors’ feedback and related activities actively and profoundly in affective, behavioral, and cognitive dimensions. We conclude our study with a discussion on the important pedagogical implications these findings can offer.

Reforming Formative Assessment Techniques: How Successful Are They from EFL Teachers' Perspectives

2025-06-19

Nagwa Mohammed Khallaf , Mahija Nambiar Veetil , Luc Mertens | Journal of World Englishes and Educational Practices

The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar … The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar University’s (DU) assessment policy, its educational philosophy, the FP's curriculum design, and student-related factors such as engagement and motivation. Since many FP students come from a schooling system that prioritizes grades over feedback, FA has been used as a tool to motivate complacent learners. A byproduct of this technique has been the introduction of an intensive testing cycle, often disguised as formative assessments. This research investigates the perspectives of English as a Foreign Language (EFL) teachers on the new formative assessment approach introduced among the three levels of the FP English course at the Centre for Preparatory Studies (CPS), DU in the Sultanate of Oman. This approach serves as a significant indicator of learning. Additionally, the research addresses the limitations of previous FA practices at CPS. Data was collected in a 3-phase data collection cycle through a pre-session task (n=13 teachers + 50 students), a hands-on focus group session (n=8) to explore qualitative data regarding actual application of the new technique, and a questionnaire (n=29) to obtain quantitative data for further investigation of teachers’ perceptions and evaluation to cross check with implementation. This makes the present study a mixed methods analysis in an exploratory sequential design. Pre Reformed Formative Assessment Techniques (RFAT) confirmed that there were notable defects in the FA practices due to a more summative orientation. Feedback was given on the quizzes that contributed to the final grades instead of on the learning process itself. Although teacher’s perceptions of RFAT were largely positive, their implementation was hindered due to two main factors, lack of conceptual knowledge of formative assessment and the misconception that RFAT is restrictive and depriving of autonomy. This research highlights stress-free assessment systems with formative observation feedback in EFL contexts. It emphasizes mentoring and advising students to enhance performance, aligning with their needs. By enabling teachers to track students’ performance and reducing student anxiety, it also offers innovative, practical strategies for effective teaching and learning.

Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms

2025-06-19

Phuong Hoang Yen , Lê Thanh Thảo , Pham Trut Thuy | Language Testing in Asia

The Role of Culturally Responsive Assessment in Culturally Responsive Curriculum

2025-06-18

Natasha A. Jankowski , Gianina R. Baker | IGI Global eBooks

Culturally responsive curriculum is a necessary piece of an equitable and inclusive educational experience for diverse student populations. Yet, an oft under-examined element of a culturally responsive curriculum is the … Culturally responsive curriculum is a necessary piece of an equitable and inclusive educational experience for diverse student populations. Yet, an oft under-examined element of a culturally responsive curriculum is the role played by assessment to humanize, reinforce, and integrate the lived experience of students into the system by which their knowledge, skills, and abilities are judged. This chapter focuses on how culturally responsive assessment can support culturally responsive curriculum through a twofold focus on student engagement and student choice in how their learning is evaluated. Lastly, the chapter argues that culturally responsive assessment may also provide a means to help educators address past learning trauma of students transitioning from Pre-K through 12th grades into postsecondary education.

Positive Impacts of Negative Feedback: A Deep Dive into Vietnamese EFL Learners’ Experiences and Responses

2025-06-18

Lê Thanh Thảo , Pham Trut Thuy | Ampersand

A comparison of peer- and tutor-grading of an introductory <tt>R</tt> coding assessment

2025-06-18

Charlotte M. Jones‐Todd , Amy Renelle | Journal of Statistics and Data Science Education

Using Artificial Intelligence Tools for Providing Feedback as A Strategic Response to Addressing Challenges in Students’ Academic Writing

2025-06-18

Innocent Zitha , Ditshego Masete , Sarah Matsetela | E-Journal of Humanities Arts and Social Sciences

The domain of academic writing poses a series of persistent challenges for students transitioning into higher education, particularly stemming from deficiencies in fundamental writing competencies. This paper, therefore, examined these … The domain of academic writing poses a series of persistent challenges for students transitioning into higher education, particularly stemming from deficiencies in fundamental writing competencies. This paper, therefore, examined these obstacles and advocated for the implementation of personalised digital feedback through artificial intelligence (AI) tools to enhance students’ writing abilities. The researchers collected data from 147 participants using purposive sampling among the ECP (Extended Curriculum Programme) students, a group specifically selected for their need for writing support. Data was collected using questionnaires, narrative inquiries, and an analysis of written essays. The Field-Mode-Tenor framework from Register theory was used to categorise language usage mistakes and errors systematically. The integration of AI tools, particularly Meta AI and Grammarly, was found to improve students’ writing skills by providing timely and individualised feedback. The findings of this study highlight key academic writing challenges, such as redundancy, orthographic errors, and the misuse of contractions. The findings of this study demonstrate that both Meta AI and Grammarly provided substantial feedback on assessments. They offered practical solutions and enhanced confidence in the effectiveness of these AI tools. Furthermore, the findings suggest that AI tools possess the capacity to bridge gaps in academic proficiency, thereby contributing to a more equitable education system. This study contributes to the literature on integrating AI tools in language teaching and providing constructive feedback that significantly improves students’ writing skills. Consequently, this promotes digital literacy and critical thinking, encouraging students to be engaged users of technology rather than passive consumers. Keywords: Error Tagging, AI, Discursive Writing, Peer Feedback, Prowess.

Motivations of Novice and Experienced Female Chinese Applied Linguistics Researchers to Participate in Peer Reviews

2025-06-17

Ting Zeng , Xuesong Gao | European Journal of Education

ABSTRACT This article reports on an exploratory inquiry into the experiences of novice and experienced female Chinese applied linguistics researchers in their roles as peer reviewers. Using an ecological perspective … ABSTRACT This article reports on an exploratory inquiry into the experiences of novice and experienced female Chinese applied linguistics researchers in their roles as peer reviewers. Using an ecological perspective to situate self‐determination theory, we interpret participants' accounts of reviewing, gathered through semi‐structured interviews, in this inquiry. The analysis suggests that the mesosystem (i.e., institution) has the most noticeable impact on female Chinese novice researchers' motivations to conduct reviews. Under the pressure of performance evaluations and promotion requirements, female Chinese novice researchers tend to be extrinsically motivated to write reviews for journals. In contrast, experienced researchers are likely to be intrinsically motivated as they associate doing reviews with a sense of autonomy, competence, and relatedness. The identified differences in the motivations of novice and experienced researchers for acting as reviewers suggest that the internalisation of review motivation—from extrinsic to intrinsic—could be an important part of the participants' professional growth from novice to experienced researchers. This points to opportunities for further study to compare researchers across different disciplines and cultural backgrounds, assessing how their motivations to conduct reviews evolve through different stages of their careers.

Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy

2025-06-17

Jain-Shing Wu , Zi Yan , Ge Yu +4 more | The Journal of Educational Research

Humanizing Assessments

2025-06-17

Kara Mitchell Viesca , Nancy L. Commins | Routledge eBooks

When accuracy does not make a difference—The relationship between future teachers’ self-assessment accuracy, quality of learning material and subsequent topical interest

2025-06-17

Helen M. Ernst , Jörg Wittwer , Thamar Voss | Unterrichtswissenschaft

Assessment strategies and academic success in mathematics for business students: a four-year comparative study

2025-06-17

Carla Martinho , Jaime Carvalho e Silva | International Journal of Mathematical Education in Science and Technology

Consistency in providing peer feedback: the role of individual and situational factors

2025-06-16

Xingshi Gao , Christian D. Schunn , Omid Noroozi +3 more | Assessment & Evaluation in Higher Education

Distance Learning

2025-06-15

Fernando Rosell-Aguilar | Cambridge University Press eBooks

Advancing practices in language testing and assessment

2025-06-15

Francis John Troyan , Kristin J. Davin | Foreign Language Annals

Discussion patterns in a middle school mathematics classroom: a case of implementing formative assessment lessons

2025-06-14

Hee-jeong Kim , Woong Lim | Instructional Science

Do students perceive assessment differently? Exploring the diverse ways students conceive assessment and its impact on their assessment experiences and engagement

2025-06-14

David Baidoo-Anu , Christopher DeLuca | Education Inquiry

Artificial Intelligence in Education

2025-06-13

Kumar Shashwat , Shiv Kumar Singh Pundhir | IGI Global eBooks

This may be the breakthrough that AI in education can give to personalized learning, offering learners experiences tailored according to their individual needs and styles of learning. AI-driven technologies like … This may be the breakthrough that AI in education can give to personalized learning, offering learners experiences tailored according to their individual needs and styles of learning. AI-driven technologies like adaptive learning platforms and intelligent tutoring systems enhance engagement, deepen understanding, and facilitate real-time feedback. However, the speedy development of AI in education also poses significant ethical challenges, including data privacy and algorithmic bias, as well as the automation of learning processes. It investigates the need for fairness and transparency in AI algorithms, protecting student data, and minimizing biases that might occur in the automated systems. Balancing innovation with ethical considerations will unlock new possibilities in education with AI while at the same time safeguarding the integrity of the learning environment. The chapter sets out key issues at the interface of AI and education, which provide a balanced overview of both its transformative potential and the challenges that need to be addressed for its responsible use.

Exploring the Path to Assessment Reform: Transforming Teachers’ Perspectives Through Insights into Students' Thought Processes

2025-06-10

Yuki Ikeda , Hiroyuki Masukawa , Hajime Shirouzu +2 more | Proceedings.

Assessment, feedback, and self-assessment

2025-06-10

Elisabet Tiselius | Routledge eBooks