ERIC Number: EJ1425922
Record Type: Journal
Publication Date: 2024-May
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1874-8597
EISSN: N/A
Key Stakeholder Voices: Investigating Student Perceptions of Teachers' Use of Assessment for Learning
Educational Assessment, Evaluation and Accountability, v36 n2 p257-275 2024
Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to "clarify the learning intentions and success criteria" and "eliciting evidence on their learning progress" regularly (between 50-74% of the lessons). Students hardly ever experienced activities aimed at "peer- and self-assessment" (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers' skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students' self-regulated learning need more attention in future teacher professional development trajectories.
Descriptors: Student Evaluation, Student Attitudes, Mathematics Education, Foreign Countries, Secondary Schools, English (Second Language), Student Experience, Formative Evaluation, Evaluation Methods, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A