Assessment and Classroom Learning: a deductive approach

Hattie, John; Jaeger, Richard M.

doi:10.1080/0969595980050107

Cited by 114 publications

(75 citation statements)

References 18 publications

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“…Given the importance placed on feedback facilitating student learning (e.g. Black and Wiliam 1998;Crooks 1988;Hattie, Biggs, and Purdie 1996;Hattie and Jaeger 1998) and the value placed on personalised feedback by students (e.g. Bols 2013;Jessop 2007;Laryea 2013), it could be argued that the impersonal nature of anonymous feedback may be comprising the mechanisms outlined by Nicol and Macfarlane-Dick (2006) to underpin effective feedback.…”

Section: Discussionmentioning

confidence: 99%

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The influence of student gender on the assessment of undergraduate student work

Birch

Batten

Batey

2015

Assessment & Evaluation in Higher Education

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The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.

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Section: Discussionmentioning

confidence: 99%

“…Black and Wiliam 1998;Crooks 1988;Hattie, Biggs, and Purdie 1996;Hattie and Jaeger 1998). Feedback plays a key role in learning and development, whereby students learn much faster and more effectively when they are able to identify how they are doing relative to ways in which to improve (Hounsell 2003).…”

Section: Introductionmentioning

confidence: 99%

The influence of student gender on the assessment of undergraduate student work

Birch

Batten

Batey

2015

Assessment & Evaluation in Higher Education

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“…It considers the importance of interpretation, but only in so far as pupils recognise the goals or learning outcomes, which are evident in learning events. Hattie and Jaeger (1998) consider the notion of interpretation of feedback in a slightly different way. They state: students can bias feedback and select information that provides affirmation of their prior beliefs.…”

Section: Understanding Feedback As a Dimension Of Aalmentioning

confidence: 99%

“…One of the key features in assessment for learning (formative assessment) and AaL is feedback (Hattie & Jaeger, 1998;Nicol & Macfarlane-Dick, 2006;Sadler, 1998). Black and Wiliam (1998) claim that feedback is as fundamental in the learning process as having a teacher.…”

Section: Understanding Feedback As a Dimension Of Aalmentioning

confidence: 99%

Assessmentaslearning: blurring the boundaries of assessment and learning for theory, policy and practice

Dann¹

2014

Assessment in Education: Principles, Policy & Practice

153

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This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their selfregulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts.

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“…Aussi, la qualité du feedback proposé aux étudiants et relatif à leurs travaux ou à leurs résultats d'évaluation est une clé de succès pour l'amélioration de leur apprentissage (Black et Wiliam, 1998 ;Hattie et Jaeger, 1998 ;Higgins et al, 2002). David Nicol et Debra Macfarlane-Dick (2006) préconisent ainsi l'utilisation de tests en ligne pour que le feedback puisse être mis à disposition des apprenants à n'importe quel instant, depuis n'importe quel lieu, aussi souvent que l'apprenant le souhaite.…”

Section: Introductionunclassified

Un nouveau processus d’évaluation pour améliorer la qualité des feedbacks dans les tests en ligne

Silvestre¹,

Vidal²,

Broisin³

2017

stice

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To cite this versionRÉSUMÉ • Nos travaux précédents ont introduit la plateforme TsaapNotes dédiée à la génération de questionnaires à choix multiples en recyclant (1) les questions interactives posées pendant le cours par l'enseignant, et (2) les explications saisies par les étudiants pour constituer les feedbacks présentés aux étudiants durant les tests. Dans cet article, nous présentons un nouveau processus baptisé « processus en N phases » et son implantation dans Tsaap-Notes qui visent d'une part à augmenter l'engagement des étudiants dans l'activité de rédaction des explications et, d'autre part à améliorer la qualité des feedbacks restitués au sein des tests générés. Notre approche a été validée par une première expérimen-tation. MOTS-CLÉS• Questions interactives, feedback, tests informatisés, évaluation par les pairs, instruction par les pairs, processus en N phases. ABSTRACT • Our previous works introduced

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Assessment and Classroom Learning: a deductive approach

Cited by 114 publications

References 18 publications

The influence of student gender on the assessment of undergraduate student work

The influence of student gender on the assessment of undergraduate student work

Assessmentaslearning: blurring the boundaries of assessment and learning for theory, policy and practice

Un nouveau processus d’évaluation pour améliorer la qualité des feedbacks dans les tests en ligne

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