Students’ Perception of the Effect of Formative Assessment on Their Learning
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Otros documentos de la autoría: Marqués-Andrés, Mercedes; Badía, José; Quintana-Ortí, Gregorio
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Students’ Perception of the Effect of Formative Assessment on Their LearningFecha de publicación
2021-08Editor
Institute of Electrical and Electronics Engineers; IEEEISSN
1932-8540Cita bibliográfica
M. Marqués Andrés, J. M. B. Contelles and G. Q. Ortí, "Students’ Perception of the Effect of Formative Assessment on Their Learning," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 16, no. 3, pp. 232-240, Aug. 2021, doi: 10.1109/RITA.2021.3122809.Tipo de documento
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Resumen
In this paper, we analyse students’ perception of their formative assessment in a Databases course. Two forms of feedback are analysed: interactive questionnaires during class time and self-assessment of lab practices. ... [+]
In this paper, we analyse students’ perception of their formative assessment in a Databases course. Two forms of feedback are analysed: interactive questionnaires during class time and self-assessment of lab practices. Qualitative data gathered with a survey is used to conduct a grounded theory qualitative study. Our aim is to understand those aspects of formative assessment that contribute to our students’ learning. The results obtained show that students’ perception is positive for both forms of feedback. Responses about what factors of formative assessment contribute to their learning fall into four categories: formative feedback, metacognitive control (reflective learning), relevant learner activity, and social learning. It is also worth mentioning that students’ perception of the formative assessment has not been substantially affected by the COVID-19 impact on the learning environment. [-]
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IEEE Revista Iberoamericana de Tecnologias del Aprendizaje ( Volume: 16, Issue: 3, Aug. 2021)Derechos de acceso
1932-8540 © 2021 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.
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