“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment

Sambell, Kay; McDowell, Liz; Brown, Sally

doi:10.1016/s0191-491x(97)86215-3

Cited by 226 publications

(183 citation statements)

References 32 publications

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“…Perceived subjectivity and lack of professionalism in the scoring of student assignments or examinations has led tertiary students to view assessment as arbitrary, irrelevant, inaccurate, and simply a necessary process for accruing marks (Duffield and Spencer 2002;Hawe 2002;Sambell et al 1997). Students are most likely to consider irrelevant assessment practices such as group projects that do not give credit to individual effort (Hoffman and Rogelberg 2001), those that lack explicit criteria for assessment (Maclellan 2001), and end-of-year examinations (Kniveton 1996).…”

Section: Assessment Is Irrelevantmentioning

confidence: 99%

“…regardless of purpose (i.e., accountability or improvement). Research into students' preferences for alternative assessments (such as portfolios, projects, self-assessment, peer-assessment, and other non-examination assessments) shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic or powerful (Andresen et al 1994;Slater 1996;Sambell et al 1997;Segers and Dochy 2001;Bloxham and West 2004). Slater (1996) found that some students thought that they would remember what they learned for longer because the work to produce a portfolio helped them internalise the material.…”

Section: Assessment Is Enjoyablementioning

confidence: 99%

See 1 more Smart Citation

Students’ conceptions of assessment: Links to outcomes

Brown

Hirschfeld

2008

Assessment in Education: Principles, Policy & Practice

133

113

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Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students' conceptions of assessment used a self-report inventory and scores from a standardised curriculum-based assessment of reading comprehension. Four inter-correlated conceptions based on 11 items were found with good psychometric properties. A path-model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self-regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.

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Section: Assessment Is Irrelevantmentioning

confidence: 99%

Section: Assessment Is Enjoyablementioning

confidence: 99%

Students’ conceptions of assessment: Links to outcomes

Brown

Hirschfeld

2008

Assessment in Education: Principles, Policy & Practice

133

113

View full text Add to dashboard Cite

show abstract

“…The traditional view that the assessment of students' achievement is separate from instruction and only comes at the end of the learning process, is no longer tenable. As assessment, learning and instruction become more and more integrated, there is a strong support for representing assessment as a tool for learning (Dochy & McDowell, 1997;Sambell et al, 1997). In this respect, Birenbaum (1996) has made a useful distinction between two cultures in the measurement of achievement.…”

Section: Introductionmentioning

confidence: 99%

Integrating assessment tasks in a problem‐based learning environment

Gijbels

Watering²,

Dochy

2005

Assessment & Evaluation in Higher Education

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The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem-based learning environment. Both the in¯uence on students' performances and students' perceptions were investigated. Students' ®nal exam results were used to ®nd out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi-structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive in¯uence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the bene®ts of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results.

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“…En su estudio, Pajares (1992) confirmó que profundizar en las concepciones de la enseñanza es prioritario para la investigación en educación, ya que sólo si conocemos las concepciones podemos cambiar las prácticas del profesorado en el aula. En este sentido, conociendo las creencias implícitas podremos determinar las prácticas docentes y así trazar líneas para su mejora, fin último de cualquier investigación educativa (Brown, 2008;Opre, 2010;Pajares, 1992;Sambell, McDowell y Brown, 1997;Vandeyar y Killen, 2007).…”

Section: Las Investigaciones Sobre Concepciones De Evaluación Una Reunclassified

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Hidalgo¹,

Murillo²

2017

reice

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La evaluación de los estudiantes es una de las prácticas docentes que más inciden en el aprendizaje y desarrollo de los estudiantes, especialmente porque determina su vida presente y futura. Numerosos estudios han evidenciado la relación entre cómo evalúan los docentes y sus concepciones sobre evaluación. Fruto de su importancia, el estudio de las concepciones de evaluación va adquiriendo fuerza en las últimas décadas. Por ello, el presente estudio busca profundizar en los estudios actuales que se centran en conocer las concepciones sobre evaluación. Para lograr dicho objetivo hemos estructurado el artículo en tres partes. En primer lugar, ahondamos en la definición de las concepciones y su concreción en el ámbito educativo y evaluativo. En segundo lugar, revisamos las investigaciones de concepciones sobre evaluación en cuatro direcciones: a) los tipos de concepciones, b) los factores que inciden en su diversidad, c) la relación entre las concepciones y la práctica evaluativa y d) otras investigaciones sobre concepciones. Por último, cerramos el presente trabajo con unas reflexiones acerca de lo que hemos aprendido de los estudios analizados relacionados con las concepciones sobre evaluación así como la propuesta de futuras líneas de investigación centradas en aquello que aún nos queda por saber de las creencias implícitas sobre la evaluación del aprendizaje de los estudiantes. Descriptores: Evaluación de Estudiantes, Concepciones, Concepciones sobre evaluación, Práctica evaluativaStudents' Assessment is one of the teaching practices which most affect into learning and development of students, especially because it determines their present and future life. Numerous studies have demonstrated the relationship between how teachers assess and their conceptions about teacher' assessment. As a result of its importance, the study of assessment' conceptions has gained strength in recent decades. Therefore, the present study seeks to deepen into the present studies that focus on knowing the conceptions about assessment. To achieve this goal, we have structured the paper into three parts. Firstly, we delve into the definition of conceptions and their concreteness in the educational and evaluative field. Secondly, we review the group of researches on assessment' conceptions in four directions: a) types of conceptions, b) factors that affect this diversity, c) the relationship between conceptions and assessment practice, and d) other studies related to conceptions. Finally, we close the present work with some personal reflections about what we have learned from the studies analyzed related to assessment' conceptions as well as to propose future lines of research centered on what still remains to be known about implicit beliefs of students' learning' assessment.

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“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment

Cited by 226 publications

References 32 publications

Students’ conceptions of assessment: Links to outcomes

Students’ conceptions of assessment: Links to outcomes

Integrating assessment tasks in a problem‐based learning environment

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

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