Formative assessment and feedback: Making learning visible

Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine

doi:10.1016/j.stueduc.2012.04.001

Cited by 207 publications

(200 citation statements)

References 16 publications

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“…Online healthcare educators can further promote self-regulation learning amongst students by providing additional opportunities to close knowledge gaps once identified (Black & Wiliam, 2009;Havnes et al, 2012;Wang et al, 2013). All too often in education instructors provide summative assessments in the hopes that students will selfidentify knowledge deficiencies.…”

Section: Trends In Online Healthcare Educationmentioning

confidence: 99%

“…Summative assessment feedback provided to students by educators, especially on standardized exams such as those used for professional credentialing, is routinely delivered in the form of a sum total score (Havnes, Smith, Dysthe & Ludvigsen, 2012). It then falls upon the student to identify where knowledge deficiencies lie.…”

Section: Summative Assessmentmentioning

confidence: 99%

“…Formative assessment is therefore administered more frequently than traditional forms of summative assessment, to ensure that teaching strategies are congruent with student needs. Unlike summative assessments students play a prominent role in providing insights of how instruction can be adjusted to narrow current knowledge deficits (Havnes et al, 2012;McMillan, Venable & Varier, 2013). The processes by which formative assessment evidence (i.e.…”

Section: Formative Assessmentmentioning

confidence: 99%

“…Process emphasized feedback is more useful in the advancement of higher learning amongst students in comparison to task specific feedback (Havnes et al, 2012). Self-regulated feedback is provided in relation to a student's internal dialog in determining how much effort should be put forth, willingness to seek out instructor feedback, and the overall managing of personal behaviors (Hattie & Timperley, 2007;Hwang & Chang, 2011;Nicol & Macfarlane-Dick, 2006).…”

Section: Purpose Of Formative Feedbackmentioning

confidence: 99%

“…Anonymity allows students who are less likely to naturally come forward with suggestions to have a greater sense of power to do so, without facing potential repercussions from instructors and/or judgement from fellow students (McKeachie & Svinicki, 2013). Further, as providing formative feedback to instructors could be a foreign concept for many students, providing a structured guide or past examples can help to expand effective dialog (Black & Wiliam, 2009;Havnes et al, 2012).…”

Section: Purpose Of Formative Feedbackmentioning

confidence: 99%

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The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

Wing¹

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The quantitative study presented here evaluates the effects of formative and summative assessment on student's connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course.Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided with formative assessment procedures while the other two cohorts were provided with primarily summative assessment. A survey-based tool was created and delivered to students' post-course completion which gathered information on a students' sense of connectedness, satisfaction, and learning, whereas academic performance equated to final course grade earned.A one-way ANOVA was performed utilizing SPSS to identify statistical differences between formative and summative assessment cohorts. Analysis results indicated that the formative cohorts were higher in all areas explored and statistically significantly higher in the areas of learning and academic performance. Additional discussion regarding the results as well as future research recommendations are provided at the conclusion of this quantitative study within chapter five.

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Section: Trends In Online Healthcare Educationmentioning

confidence: 99%

Section: Summative Assessmentmentioning

confidence: 99%

Section: Formative Assessmentmentioning

confidence: 99%

Section: Purpose Of Formative Feedbackmentioning

confidence: 99%

Section: Purpose Of Formative Feedbackmentioning

confidence: 99%

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The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

Wing¹

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Element spots in Ap and Hg‐Mn stars from current‐driven diffusion

Урпин

2015

Astron Nachr

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The stars of the middle main sequence often have spot-like chemical structures at their surfaces. We consider the diffusion process caused by electric currents that can lead to the formation of such chemical spots. Diffusion is considered using the partial momentum equations derived by the Chapman-Enskog method. We argue that diffusion caused by electric currents can substantially change the surface chemistry of stars and form spotted chemical structures even in a relatively weak magnetic field. The considered mechanism can be responsible for a formation of element spots in Hg-Mn and Ap-stars.

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Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status

Sortkær

2019

British Educational Res J

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In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status (SES). I use data from the Programme for International Student Assessment (PISA) 2012 in a multilevel regression model to examine differences in students’ perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students’ SES. However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES. These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed.

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Formative assessment and feedback: Making learning visible

Cited by 207 publications

References 16 publications

The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

The Effects of Formative and Summative Assessment on Student's Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

Element spots in Ap and Hg‐Mn stars from current‐driven diffusion

Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status

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