Student Reflections on Formative E-Assessment: Expectations and Perceptions
ARTICLE
David J. Walker, Keith Topping, Susan Rodrigues
Learning, Media and Technology Volume 33, Number 3, ISSN 1743-9884
Abstract
Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which investigated student expectations and perceptions of formative e-assessment. Screen-capture software was utilised to record students' on-task actions during completion of a formative e-assessment. The captured interaction was subsequently used to stimulate recall in post-assessment interviews. Participants discussed the thinking underpinning their approach to different question types, reflected on strategies employed during completion of their assessments and described in detail any difficulties encountered. Interpretative phenomenological analysis identified seven major themes. These provided an insight into the way students approach formative e-assessment tasks, the techniques they employ, issues associated with assessment design, and the provision and quality of feedback. Implications for future research and professional action to enhance the effectiveness of formative assessment were outlined. (Contains 2 tables.)
Citation
Walker, D.J., Topping, K. & Rodrigues, S. (2008). Student Reflections on Formative E-Assessment: Expectations and Perceptions. Learning, Media and Technology, 33(3), 221-234. Retrieved March 28, 2024 from https://www.learntechlib.org/p/101452/.
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Cited By
View References & Citations Map-
Authentic Assessment and the Internet: Contributions within Knowledge Networks
Matthew Allen, Curtin University of Technology, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1505–1510
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