The effectiveness of formative assessment: student views and staff reflections

McCallum, S. and Milner, M. M. (2021) The effectiveness of formative assessment: student views and staff reflections. Assessment and Evaluation in Higher Education, 46(1), pp. 1-16. (doi: 10.1080/02602938.2020.1754761)

Abstract

This article reports on the implementation of formative e-assessments in courses taken by first-year students. The central aim is to measure the effectiveness of the formative e-assessments with reference to the student voice and staff reflections. Students engaged with the formative assessments and the evidence gathered via questionnaires show that students perceived that formative e-assessments helped them to monitor their progress; encouraged further study and increased their learning and understanding. The findings also allowed academics to reflect on the benefits of adopting formative e-assessments to foster student engagement and permit early intervention. By focussing on the student view (rather than student performance) the findings add to our understanding of the benefits of integrating regular formative assessment in first-year courses.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Milner, Mrs Margaret and McCallum, Mrs Suzanne
• Authors: McCallum, S., and Milner, M. M.
• College/School: College of Social Sciences > Adam Smith Business School > Accounting and Finance
• Journal Name: Assessment and Evaluation in Higher Education
• Publisher: Taylor & Francis
• ISSN: 0260-2938
• ISSN (Online): 1469-297X
• Published Online: 13 May 2020
• Copyright Holders: Copyright © 2020 Informa UK Limited, trading as Taylor and Francis Group
• First Published: First published in Assessment and Evaluation in Higher Education 46(1): 1-16
• Publisher Policy: Reproduced in accordance with the publisher copyright policy