The Lived Experience of Formative Assessment Practice in a British University

Autor/in	Asghar, Mandy
Titel	The Lived Experience of Formative Assessment Practice in a British University
Quelle	In: Journal of Further and Higher Education, 36 (2012) 2, S.205-223 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.606901
Schlagwörter	Communities of Practice; Institutional Evaluation; Opinions; Formative Evaluation; Phenomenology; Foreign Countries; Higher Education; Qualitative Research; Attitude Measures; College Faculty; Teacher Attitudes; Hermeneutics; Student Evaluation; Teaching Methods; Feedback (Response); United Kingdom + Suchen Sie Ihr Suchwort? Community; Lehrmeinung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Fakultät; Lehrerverhalten; Hermeneutik; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	Higher education institutional assessment policy is dominated by summative assessment regulation, with little emphasis on the role of formative assessment to improve student learning. Yet the challenge for academics is to integrate more formative assessment practice into what many see as already overloaded curricula. It is questionable whether recent considerations of theoretical framings of formative assessment have helped the situation or whether they have instead muddied it further in relation to understanding the best ways to approach a practice that promotes students' learning. This article reports the findings of a qualitative study which explored the perceptions and opinions concerning formative assessment practice of a group of academics at a British post-92 university. A hermeneutic phenomenological approach was used to gather data from a group of nine academics. The resulting thematic analysis revealed three themes: conceptions of formative assessment; making learning happen through assessment; and the challenge of engaging students. The findings highlight constraints of time and differing opinions of formative assessment practice. Communities of practice, activity theory and the role of signature pedagogies are reflected upon, and consideration is thus given to what it is that influences an academic's choice of formative assessment practices. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10