LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Gyllander Torkildsen, Lisbeth; Erickson, Gudrun (2016)
Publisher: Education Inquiry
Journal: Education Inquiry
Languages: English
Types: Article
Subjects: assessment; students’ perceptions; feedback; access to assessment practices; pre-conditions
The focus of the current study is students’ perceptions of assessment and assessment practices. Assessment is understood as practices closely connected to the planning, enactment and evaluation of teaching and learning activities. The data derive from focus group interviews and dialogical meetings with students at a Swedish comprehensive school. Theories of assessment and validity are used as a framework to interpret and contextualise the data. An empirically developed interconnecting data analysis model is used as an analytical tool to connect students’ perceptions, assessment aspects and preconditions in a specific context. Our results indicate that students perceive assessment at different comprehension levels, categorised as performing, understanding and learning. Preconditions affect students’ possibilities of accessing assessment practices and using assessments to improve their performance. In this article we highlight the importance of taking student voice and preconditions into consideration when structuring accessible and meaning-making assessment practices that hold possibilities for enhanced learning.Keywords: assessment, students’ perceptions, feedback, access to assessment practices, preconditions(Published: 9 June 2016)Citation: Education Inquiry (EDUI) 2016, 7, 27416, http://dx.doi.org/10.3402/edui.v7.27416
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ax, Jan and Ponte, Petra. (2010). Moral issues in educational praxis: a perspective from pedagogiek and didactiek as human sciences in continental Europe. Pedagogy, Culture & Society, 18(1), 29 42.
    • Biggs, John B. and Tang, Catherine. (2011). Teaching for quality learning at university. 4th ed. Maidenhead, UK: Open University Press.
    • Black, Paul J. and Wiliam, Dylan. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7 73.
    • Black, Paul and Wiliam, Dylan. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 1(21), 5 31.
    • Carless, David. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39 54.
    • Carr, Wilfred and Kemmis, Stephen. (1986). Becoming critical. Education, knowledge and action research. London: Routledge Falmer.
    • Cavanagh, Robert, Romanoski, Joseph, Fisher, Darrell, Waldrip, Bruce and Dorman, Jeffery. (2005). Measuring student perceptions of classroom assessment. in Jeffery, R. and Shilton, W. and Jeffery, P. (ed), AARE 2005 International Education Research Conference - Creative Dissent: Constructive Solutions, (2-12). NSW: AARE Inc. Permanent Link: http://espace.library. curtin.edu.au/R?func=dbin-jump-full&local_base=gen01-era02&object_id=156244 (Accessed 2005-11-27).
    • Christensen, Torben S. (2008). Et evalueringsexperiment: Fagligt evaluerende laerer-elevsamtale [An evaluation experiment: content evaluating teacher-student talks]. In Evalueringens spaendingsfelter [The tensions of evaluation]. Karin Borgnakke (ed.). 137 175. A˚rhus: Forlaget KLIM.
    • Cowie, Bronwen. (2005). Pupil commentary on assessment for learning. The Curriculum Journal, 16(2), 137 151.
    • Cronbach, Lee J. (1971). Test Validation. In Educational Measurement. 2nd ed. Robert L. Thorndike (ed.). 443 507. Washington, DC: American Council on Education.
    • Cronbach, Lee J. and Meehl, Paul E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281 302.
    • Crooks, Terry J., Kane, Michael T. and Cohen, Allan S. (1996). Threats to the valid use of assessments. Assessment in Education: Principles, Policy & Practice, 3(3), 265 285.
    • Erickson, Gudrun. (2013). Even tests. . .! In Language, Football and All That Jazz. A Festschrift for S¨olve Ohlander. Gunnar Bergh, Rhonwen Bowen and Mats Moba¨rg (eds.). 83 97. Go¨teborg: University of Gothenburg. Acta Universitatis Gothoburgensis; Gothenburg Studies in English 100.
    • Forsberg, Eva and Lindberg, Viveca. (2010). Svensk forskning om bed¨omning [Swedish research on assessment a survey]. Stockholm: Vetenskapsra˚det.
    • Gannerud, Eva and Ro¨nnerman, Karin. (2005). Studying teachers' work through mind-maps. New Zealand Journal of Teachers? Work, 2(2), 76 82.
    • Gao, Minghui. (2012). Classroom assessment in mathematics: high school students' perceptions. International Journal of Business and Social Science, 3(2), 63 68.
    • Graneheim, Ulla H. and Lundman, Berit. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105 112.
    • Habermas, Ju¨rgen. (1996). Between facts and norms: contributions to discourse theory of law and democracy. Cambridge, MA: MIT Press.
    • Harlen, Wynne. (2012a). On the Relationship between Assessment for Formative and Summative Purposes. In Assessment and Learning. 2nd ed. John Gardner (ed.). 87 102. London: Sage.
    • Harlen, Wynne. (2012b). The role of assessment in developing motivation for learning. In Assessment and Learning. 2nd ed. John Gardner (ed.). 171 183. London: Sage.
    • Hattie, John and Timperley, Helen. (2007). The power of feedback. Review of Educational Research, 77(1), 81 112.
    • Hayward, Louise. (2012). Assessment and learning: the learner's perspective. In Assessment and Learning. 2nd ed. John Gardner (ed.). 125 139. London: Sage.
    • Hayward, Louise, Priestley, Mark and Young, Myra. (2004). Ruffling the calm of the ocean floor: merging practice, policy and research in assessment in Scotland. Oxford Review of Education, 30(3), 397 415.
    • Kane, Michael. T. (2006). Validation. In Educational measurement. 4th ed. Robert L. Brennan (ed.). 17 64. Westport, CT: American Council on Education/Praeger Publishers.
    • Kane, Michael. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1 73.
    • Leitch, Ruth, Gardner, John, Mitchell, Stephanie, Lundy, Laura, Odena, Oscar, Galanouli, Despina and Clough, Peter. (2007). Consulting pupils in assessment for learning classrooms: the twists and turns of working with students as co-researchers. Educational Action Research, 15(3), 459 478.
    • Messick, Samuel A. (1989). Validity. In Educational Measurement. 3rd ed. Robert L. Linn (ed.). 13 103. New York: American Council on Education/Macmillan.
    • Moss, Pamela, Girard Bryan J. and Haniford Laura C. (2006). Validity in educational assessment. Review of Research in Education, 30(1), 109 162.
    • Ma¨a¨tta¨, Elina, Ja¨rvenoja, Hanna and Ja¨rvela¨, Sanna. (2012). Triggers of students' efficacious interaction in collaborative learning situations. Small Group Research, 43(4), 497 522.
    • Nusche, Deborah, Hala´sz, Ga´bor, Looney, Janet, Santiago, Paulo and Shewbridge, Claire. (2011). OECD reviews of evaluation and assessment in education Sweden. Paris: OECD.
    • Ramaprasad, Arkalgud. (1983). On the definition of feedback. Behavioral Science, 28(1), 4 13.
    • Ro¨nnerman, Karin. (2012). Vad ¨ar aktionsforskning? [What is Action Research?]. In Aktionsforskning i praktiken f¨orskola och skola p˚a vetenskaplig grund. [Action Research in Praxis pre-school and school on scientific ground]. Karin Ro¨nnerman (ed.). 21 40. Lund: Studentlitteratur.
    • Ro¨nnerman, Karin and Wennergren, Ann-Christine. (2012). Vetenskaplig grund och bepro¨vad erfarenhet [Scientific ground and proven experience]. In Aktionsforskning i praktiken f¨orskola och skola pa˚ vetenskaplig grund [Action Research in Praxis pre-school and school on scientific ground]. Karin Ro¨nnerman (ed.). 221 228. Lund: Studentlitteratur.
    • Sadler, Royce. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119 144.
    • Salo, Petri and Ro¨nnerman, Karin. (2014). The Nordic Tradition of Educational Action Research In the Light of Practice Architectures. In Lost in practice: Transforming Nordic Educational Action Research. Karin Ro¨nnerman and Petri Salo (eds.). 53 71. Rotterdam: Sense Publishers.
    • Schuell, Thomas J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411 436.
    • Scriven, Michael. (1967). The methodology of evaluation. In American Educational Research Association Monograph Series on Curriculum Evaluation, Vol. 1: Perspectives of Curriculum Evaluation. Ralph W. Tyler, Robert M. Gagne & Michael Scriven (ed.). 39 83. Chicago: Rand McNally.
    • SFS. (2010:800). Skollag [Education Act]. Stockholm: Utbildningsdepartementet.
    • Skolverket. (2011). L¨aroplan f¨or grundskolan, f¨orskoleklass och fritidshem 2011 [Curriculum for the comprehensive school, preschool class and the recreation centre]. Stockholm: Skolverket.
    • Stobart, Gordon. (2012). Validity in formative assessment. In Assessment and learning. 2nd ed. John Gardner (ed.). 233 242. London: Sage.
    • Taras, Maddalena. (2005). Assessment Summative and formative British Journal of Educational Studies, 53(4), 466 478.
    • Taylor, Peter C., Fraser, Barry J. and Fisher, Darrell L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293 301.
    • Throndsen, Inger. (2010). Laererens tilbakemeldinger og elevenes motivasjon [The teacher's feedback and the student's motivation]. Nordic Studies in Education, 31, 165 179.
    • Wennergren, Ann-Christine. (2012). Pa˚ spaning efter en kritisk va¨n [In search of a critical friend]. In Aktionsforskning i praktiken f¨orskola och skola pa˚ vetenskaplig grund [Action Research in Praxis pre-school and school on scientific ground]. Karin Ro¨nnerman (ed.). 71 88. Lund: Studentlitteratur.
    • Wiliam, Dylan. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3 14.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Collected from