University of Hertfordshire

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A multi-faceted formative assessment approach: better recognising the learning needs of students

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A multi-faceted formative assessment approach: better recognising the learning needs of students. / Jenkins, James O.

In: Assessment and Evaluation in Higher Education, Vol. 35, No. 5, 2010, p. 565-576.

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@article{28a9db179f7143629d915c08703f380f,
title = "A multi-faceted formative assessment approach: better recognising the learning needs of students",
abstract = "Students are increasingly subject to a series of learning pressures that prevent effective engagement in assessment. Thus, the aim of this study was to create a multi-faceted formative assessment approach that better enabled students to engage in the assessment process. A formative assessment approach, consisting of six key initiatives, is outlined and shown as being useful in helping to improve student engagement with the subject area of environmental governance. The effectiveness of the assessment approach was assessed via analysis of written student feedback that facilitated analysis of student perceptions of the assessment process. The paper argues that for formative assessment to be more widely embraced, and made more effective in encouraging learning, greater recognition must be accorded to the strategies that can be adopted to facilitate the uptake of formative assessment. A reduction in summative assessment burden and the recognition of the need for better 'information' on the aims and objectives of the assessment, and subsequent discussion of these, are highlighted as having played their role in facilitating the uptake, and effective implementation, of formative assessment.",
keywords = "multi-faceted, formative assessment, summative assessment, student perceptions",
author = "Jenkins, {James O.}",
note = "Original article can be found at: http://www.informaworld.com/ Copyright Taylor and Francis",
year = "2010",
doi = "10.1080/02602930903243059",
language = "English",
volume = "35",
pages = "565--576",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",
number = "5",

}

RIS

TY - JOUR

T1 - A multi-faceted formative assessment approach: better recognising the learning needs of students

AU - Jenkins, James O.

N1 - Original article can be found at: http://www.informaworld.com/ Copyright Taylor and Francis

PY - 2010

Y1 - 2010

N2 - Students are increasingly subject to a series of learning pressures that prevent effective engagement in assessment. Thus, the aim of this study was to create a multi-faceted formative assessment approach that better enabled students to engage in the assessment process. A formative assessment approach, consisting of six key initiatives, is outlined and shown as being useful in helping to improve student engagement with the subject area of environmental governance. The effectiveness of the assessment approach was assessed via analysis of written student feedback that facilitated analysis of student perceptions of the assessment process. The paper argues that for formative assessment to be more widely embraced, and made more effective in encouraging learning, greater recognition must be accorded to the strategies that can be adopted to facilitate the uptake of formative assessment. A reduction in summative assessment burden and the recognition of the need for better 'information' on the aims and objectives of the assessment, and subsequent discussion of these, are highlighted as having played their role in facilitating the uptake, and effective implementation, of formative assessment.

AB - Students are increasingly subject to a series of learning pressures that prevent effective engagement in assessment. Thus, the aim of this study was to create a multi-faceted formative assessment approach that better enabled students to engage in the assessment process. A formative assessment approach, consisting of six key initiatives, is outlined and shown as being useful in helping to improve student engagement with the subject area of environmental governance. The effectiveness of the assessment approach was assessed via analysis of written student feedback that facilitated analysis of student perceptions of the assessment process. The paper argues that for formative assessment to be more widely embraced, and made more effective in encouraging learning, greater recognition must be accorded to the strategies that can be adopted to facilitate the uptake of formative assessment. A reduction in summative assessment burden and the recognition of the need for better 'information' on the aims and objectives of the assessment, and subsequent discussion of these, are highlighted as having played their role in facilitating the uptake, and effective implementation, of formative assessment.

KW - multi-faceted

KW - formative assessment

KW - summative assessment

KW - student perceptions

U2 - 10.1080/02602930903243059

DO - 10.1080/02602930903243059

M3 - Article

VL - 35

SP - 565

EP - 576

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 5

ER -