Looking for an ounce of prevention : the potential for diagnostic assessment in academic acculturation

McLeod, Melissa

doi:10.22215/etd/2012-06750

Cited by 1 publication

(4 citation statements)

References 45 publications

(178 reference statements)

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“…When it came to a focus on assessment in the transition process, this largely came in the form of an expanding literature exploring post-entry language assessment (PELA) aimed at early identification of at-risk students to help them better adjust to university expectations and have a more successful first-year experience (e.g., Read, 2008Read, , 2016, along with broader disciplinary or academic diagnostic assessments (e.g., Alderson, 2005Alderson, , 2007Fox & Artemeva, 2017;Fox, Haggerty & Artemeva, 2016;Fox, von Randow, and Volkov, 2016;Kajander & Lovric, 2005;McLeod, 2012;Smaill et al, 2012). However, I had not come across very much research on assessment-related changes during the transition to university (i.e., studies that documented and/or compared students' experiences with high school and university assessment).…”

Section: Purpose Goals and Research Questions In This Dissertation Re...mentioning

confidence: 99%

“…Bonneville-Roussy et al's (2017) study found that students who were autonomously motivated engaged more in coping strategies, and in turn, coping strategies produced more positive career intentions, grades, and affective responses to the stress of assessments. The students in Denison's (1999) study were impacted by their perceptions of fairness and transparency regarding format, administration, specific questions, marking, and feedback, all of which could be motivating or demotivating (see also McLeod, 2012). Palermo et al (2015) probed dietician students' perspectives on their program's competency-based assessments and found that the relationships between the students and their teachers influenced the students' overall experiences in their program and their performance on assessment.…”

Section: Student Motivationmentioning

confidence: 99%

“…Fox, personal communication, October 26, 2022) where students successfully networked and collaborated with peers to facilitate their success (cf. Fox, Haggerty, & Artemeva, 2016;Fox, von Randow & Volkov, 2016;McLeod, 2012).…”

Section: Social Supportsmentioning

confidence: 99%

“…The importance of social supports as they relate to how students experience assessment and develop their assessment literacies as they transition to university are reinforced in the literature from a number of perspectives, including helping students to develop their academic identity, and in turn, their self-efficacy (e.g., Denison, 1999;Poulos & Mahony, 2008;Scanlon et al, 2007), aiding them to develop or refine their study skills, and facilitating help-seeking (e.g., Denison, 1999;Fox, Haggerty, & Artemeva, 2016;Fox, von Randow, & Volkov, 2016;Hyland & Hyland, 2001;McLeod, 2012). In this investigation, the impact of social supports was the most salient with regard to studying and help-seeking, and interactions involving feedback.…”

Section: The Impacts Of Social Supportsmentioning

confidence: 99%

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The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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Changes in academic demands, expectations, and ways of demonstrating knowledge through assessments are among the challenges faced by students transitioning to university. There is transition research in the Canadian context, but little documenting students' experiences with assessment, or how they develop their assessment literacies (e.g., understanding assessment in the course context and how assessment information is used to monitor and improve learning). This research examined how first-year university students' experiences with, knowledge of, and expectations about assessment impacted the development of their assessment literacies as they transitioned to university. The exploratory case study was theoretically framed by social cognitive theory (Bandura, 1977a(Bandura, , 1986 and reflexivity (e.g., Ryan, 2015;Schön, 1983Schön, , 1987. Three data sources were collected from ten first-year student participants: course assessment documents that triangulated students' responses from two semi-structured interviews and students' assessment journal entries. These data were coded using Saldaña's (2016) structural, emotion, and values coding. Course assessment documents were compared and considered in order to understand how students receive, make sense of, and use feedback.Hattie and Timperley (2007) pointed out that feedback that is controlling, negative, or uninformative can negatively impact motivation and self-regulation by reducing students' autonomy and self-efficacy. Black and Wiliam (1998a) believed in the importance of open and clear communication between teachers and students to aid in the understanding and uptake of formative feedback and feed-forward: "…dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas" (p. 86).Hyland and Hyland ( 2001) noted the important interpersonal aspects involved in the communication of feedback and there is a growing trend in the feedback literature that emphasizes students' role in the feedback process, making it a cycle of communication and action between teachers and students as opposed to a one-way, single communication of information that starts with teachers and ends with students (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). This shift in focus to the role of students and indeed, including students, was also seen above in relation to student-centred learning and building students' autonomy. However, this shift seems to have occurred in theory only in many instances since the majority of exchanges in assessment and feedback occur between teachers and students, with a significant power imbalance and often one-way, single communications (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). In the context of feedback on written work, Hyland and Hyland (2001) observed that feedback not only communicates teacher reactions to and advice on student work, but it also communicates a teacher's stance and beliefs about writing.

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Section: Purpose Goals and Research Questions In This Dissertation Re...mentioning

confidence: 99%

Section: Student Motivationmentioning

confidence: 99%

Section: Social Supportsmentioning

confidence: 99%

Section: The Impacts Of Social Supportsmentioning

confidence: 99%

See 2 more Smart Citations

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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show abstract

Looking for an ounce of prevention : the potential for diagnostic assessment in academic acculturation

Cited by 1 publication

References 45 publications

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

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