The Impact of Formative Assessment on Students’ Assessment Preferences
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Research in the area of Language Testing and Assessment proves that formative assessment
(FA) leads to active involvement of students in assessment practices, and it is a valuable
approach in promoting learning. The aim of this study was to gain information about the
relationship between hands-on formative assessment practices and students’ assessment
preferences. From the analysis of the traditional assessment preferences of the students, it can
be concluded that both the experimental and control group students still preferred traditional
type of assessment such as multiple-choice tests. On the other hand, the analysis of the
formative assessment preferences of the experimental group students indicated that they
began to prefer the formative mode of assessment. In other words, they added new types of
assessment to their preferences such as self/peer assessment. As a result, they began to prefer
taking more active role in their own assessment procedure, and took a step towards becoming
autonomous learners.
Açıklama
Anahtar Kelimeler
Kaynak
The Reading Matrix: An International Online Journal
WoS Q Değeri
Scopus Q Değeri
Cilt
21
Sayı
1
Künye
Karakaş, Şehnaz,Büyükkarcı, Kagan.(2021).The Impact of Formative Assessment on Students’ Assessment Preferences.
