文章基本信息

标题：Students’ Perceptions of the Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course
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作者：Randall, Lynn ; Randall, Lynn ; Zundel, Pierre 等
期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2012
卷号：3
期号：1
页码：3
出版社：Society for Teaching and Learning in Higher Education
摘要：There have been calls in the literature for reforms to assessment to enhance student learning (Shepard, 2000). In many instances, this refers to the need to move from traditional assessment procedures that are characterized as content-heavy, summative, and norm-referenced approaches to more constructivist and student-centred approaches, often characterized as more “…flexible, integrative, contextualized, process oriented, criteria referenced and formative” (Ellery, 2008, p. 421). Whereas summative assessment techniques rarely allow students to act on the feedback provided, formative feedback provided throughout the learning process can be used to improve future work and promote learning (Ellery, 2008; Higgins, Hartley & Skelton, 2002) by providing students an opportunity to learn from mistakes. Allowing students to learn from their mistakes makes good pedagogical sense. To date there has been little research examining students’ use of feedback (Higgins, Hartley, and Skelton, 2002). In an effort to begin to add to the literature in this area, this paper describes a study that explored the effectiveness of oral and written formative feedback when students were provided the opportunity to use it. The paper begins by reviewing literature related to assessment and how assessment relates to feedback in general. It then presents what the research has found in relation to students’ perspectives of effective feedback and how they use it. The paper ends by presenting the results and discussion. La documentation fait état de demandes de réforme de l’évaluation pour améliorer l’apprentissage des étudiants (Shepard, 2000). Dans plusieurs cas, cela traduit le besoin de passer des procédures d’évaluation traditionnelles caractérisées par la lourdeur de leur contenu, par leur aspect sommatif et par leurs approches normatives à des approches plus constructivistes et centrées sur les étudiants, souvent qualifiées de plus « ... souples, intégratives, contextualisées, axées sur les processus, balisées par des critères et formatives » (Ellery, 2008, p. 421). Alors que les techniques d’évaluation sommative permettent rarement aux étudiants de se conformer à la rétroaction fournie, la rétroaction formative tout au long du processus d’apprentissage peut être utilisée pour améliorer les travaux futurs et favoriser l’apprentissage (Ellery, 2008; Higgins, Hartley et Skelton, 2002) en donnant l’occasion aux étudiants d’apprendre de leurs erreurs. Sur le plan pédagogique, permettre aux étudiants d’apprendre de leurs erreurs a du sens. À ce jour, il y a eu peu de recherche sur l’utilisation que font les étudiants de la rétroaction (Higgins, Hartley et Skelton, 2002). Le présent article se veut un ajout à
关键词：consistent and transparent grading practices; multi-channel feedback; content of increasing complexity