Does continuous assessment in higher education support student learning?

Abstract

A distinction is often made in the literature about "assessment of learning" and "assessment for learning" attributing a formative function to the latter while the former takes a summative function.While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback.The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning.

Assessing Large-Project Courses

“…Similar results about self-assessment have been reported by Hernandez [Hernández 2012] in a study of undergraduates in Hispanic studies. Both student and teacher perspectives were considered.…”

“Think of it as a Challenge”: Problematizing Pedagogical Strategies for Progression When Assessing Web-based University Courses

“…Thus, feedback is important and can be provided in different manners, but it must be an integral part of the course design (Hernández, 2012).…”

Sodelovalni in individualni pristop pri obrnjenem učenju z ocenjevanjem študentov na podlagi kontrole prostorskih podatkov

“…As such, assessment must address the needs of students required in the pervasive, interactive and connected global world (Birenbaum et al, 2005). Assessment ought to be supported also by the ICT (Norton, 2009) and should incorporate the grading system, reporting of the student's achievements (student progress) and provided feedback to students (Hernández, 2012).…”