Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


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.


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


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Lees, Rebecca; Anderson, Deborah (2015)
Publisher: IOE Press
Languages: English
Types: Article
Subjects: education, business
This small-scale, mixed-methods study aims to investigate academics’ understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods. The study highlights the importance of considering all stakeholders when thinking about assessment literacy.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Armellini, A., and Aiyegbayo, O. (2010) 'Learning design and assessment with e-tivities'. British Journal of Educational Technology, 41 (6), 922-35.
    • Bartram, B., and Bailey, C. (2010) 'Assessment preferences:A comparison of UK/international students at an English university'. Research in Post-Compulsory Education, 15 (2), 177-87.
    • Bennett, S., Bishop,A., Dalgarno, B.,Waycott, J., and Kennedy, G. (2012) 'Implementing web 2.0 technologies in higher education:A collective case study'. Computers & Education, 59 (2), 524-34.
    • Black, P., and Wiliam, D. (1998) 'Assessment and classroom learning'. Assessment in Education: Principles, Policy and Practice, 5 (1), 7-74.
    • -- (2009) 'Developing the theory of formative assessment'. Educational Assessment, Evaluation, and Accountability, 21 (1), 5-31.
    • Bloom, B.S., Hastings, J.T.,Thomas, J., and Madaus, G.F. (1971) Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill.
    • Di Costa, N. (2010) 'Feedback on feedback: Student and academic perceptions, expectations and practices within an undergraduate Pharmacy course'. Paper presented at the ATN Assessment Conference, University of Technology, Sydney.
    • Hargreaves, E. (2005) 'Assessment for learning? Thinking outside the (black) box'. Cambridge Journal of Education, 35 (2), 213-24.
    • Kibble, J.D. (2011) 'Voluntary participation in online formative quizzes is a sensitive predictor of student success'. Advances in Physiology Education, 35 (1), 95-6.
    • Nicol, D.J., and Macfarlane-Dick, D. (2006) 'Formative assessment and self-regulated learning: A model and seven principles of good feedback practice'. Studies in Higher Education, 31 (2),199-218.
    • Popham,W.J. (2011) 'Assessment literacy overlooked:A teacher educator's confession'. The Teacher Educator, 46 (4), 265-73.
    • Price, M., Caroll, J., O'Donovan, B., and Rust, C. (2011) 'If I was going there I wouldn't start from here: A critical commentary on current assessment practice'. Assessment & Evaluation in Higher Education, 36 (4), 479-92.
    • Pryor, J., and Crossouard, B. (2008) 'A socio-cultural theorisation of formative assessment'. Oxford Review of Education, 34 (1), 1-20.
    • Review of the Academic Framework Guiding Principles (2012) Internal Policy Document. London: Kingston University.
    • Smith, C.D., Worsfold, K., Davies, L., Fisher, R., and McPhail, R. (2013) 'Assessment literacy and student learning: The case for explicitly developing students “assessment literacy”'. Assessment & Evaluation in Higher Education, 38 (1), 44-60.
    • Taras, M. (2005) 'Assessment - summative and formative - Some theoretical reflections'. British Journal of Educational Studies, 53 (4), 466-78.
    • -- (2010) 'Back to basics: Definitions and processes of assessments'. Práxis Educativa, Ponta Grossa, 5 (2), 123-30.
    • Taylor, L. (2009) 'Developing assessment literacy'. Annual Review of Applied Linguistics, 29, 21-36.
    • Trigwell, K., Prosser, M., and Taylor, P. (1994) 'Qualitative differences in approaches to teaching first year university science'. Higher Education, 27 (1), 75-84.
    • Wiliam, D. (2011) 'What is assessment for learning?' Studies in Educational Evaluation, 37 (1), 3-14.
    • Wininger, S. (2005) 'Using your tests to teach: Formative summative assessment'. Teaching of Psychology, 32 (3), 164-6.
    • Yorke, M. (2003) 'Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice'. Higher Education, 45 (4), 477-501.
    • -- (2005) 'Formative assessment in higher education: Its significance for employability, and steps towards its enhancement'. Tertiary Education and Management, 11 (3), 219-38.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article