dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | F.J. Prins, J.G.M. Jaspers | |
dc.contributor.author | Strik, P. | |
dc.date.accessioned | 2021-09-09T18:00:35Z | |
dc.date.available | 2021-09-09T18:00:35Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/1414 | |
dc.description.abstract | Abstract
Formative assessment and teacher feedback are both
considered important in higher education. The formative
assessment cycle facilitates implementing formative
assessment, but teachers struggle with the fifth step in which
follow-up actions lead to adaption in education and learning
(Gulikers & Baartman, 2017). Comparative studies to
students' and teachers' perceptions seem rare. This study
compared perceptions of both on formative assessment
strategies (Black & Wiliam, 2009, 2018) and teachers'
feedback. In total 748 students (Mage = 21.52, SDage =
2.18, age range: 17-39) and 75 teachers (Mage =
45.97, SDage = 10.16, range = 26-64) of the Dutch
Associate degree faculty of Avans University of Applied
Sciences participated. The study found no significant
differences in perceptions on formative assessment
strategies but found significant differences in teachers'
feedback. Teachers' scored higher in their perceptions of
teachers' feedback than students. Sharing learning goals and
criteria for success, expectations and the division of roles
between the student, peers, and teachers, and how to value
and process feedback seemed the most important
differences. To conclude, the gap in perceptions needs to
reduce before teachers' struggle with the fifth step of the
formative assessment cycle can be reduced. | |
dc.description.sponsorship | Utrecht University | |
dc.format.extent | 762094 | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.title | Students’ and Teachers’ Perceptions on Formative Assessment
and Teacher Feedback | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.keywords | formative assessment cycle, formative
assessment strategies, teachers' feedback, students' and
teachers' perceptions, associate degree | |
dc.subject.courseuu | Educational Sciences | |