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Assessment in Higher Education: Formative Assessment and its Effect on Students’ Success and Motivation BESARTA ZHAKU- KONDRI, PhD Candidate Barcelona - 7th - 9th of July 2014. Scholars.

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  1. Assessment in Higher Education: Formative Assessment and its Effect on Students’ Success and Motivation BESARTA ZHAKU- KONDRI, PhD Candidate Barcelona - 7th - 9th of July 2014

  2. Scholars • According to (Leahy, Lyon, Thompson, &Wiliam, 2005, as cited in: Tuttle, 2009, p. 5) “When teachers use formative assessment, students can learn in six to seven months what will normally take a school year to learn” • Irons (2008) consider assessment as one of these reasons for the students' motivation; moreover, he claims that “assessment can be seen to act as a positive motivator for students if they think the assessment is relevant to their broader goals” (Irons 2008, p. 37).

  3. METHODOLOGY • The aim of the research is to understand and empirically assess how formative assessment impacts educational system in general and assessment as an important part of education in particular

  4. Research hypothesis • The use of formative assessment in higher education enhances students’ success; moreover, it has a positive effect on students’ motivation Research question: • 2. To what extent the application of formative assessment can have positive effects on students’ success and motivation?

  5. Introduction • The role of higher education in peoples life • Assessment is one of the main elements of the educational process • Educational system – maintenance of the government – new methods, techniques, approaches. • Developed countries –transition countries • Educational system in Macedonia – the International University of Struga • The importance of testing new methods and approaches • The results of the study -a good evidence and a reference for further reseach

  6. Describing each Group • two groups of participants: 1 . the academic staff members 2. the University students.

  7. Participants • eighty participants • 20 members of the academic staff • 60 students (university students) • Two points of view about the assessment and its application

  8. Instruments and procedures • Questionnaires • 1.academic staff’ questionnaire • 2.students’ questionnaire. • They were semi-organised questionnaires

  9. An example of the questionnaire of the academic staff -Why do you use the instruments of assessment, such as, tests, essays, classrooms tasks and activities? • Just to determine the students’ final grade • To get data about the students’ level and to inform students about their process -strength and weaknesses • Both of these • None of these • Participants’ opinion:

  10. An example of the students’ questionnaire -Do you think that being evaluated throughout the academic year indicated positively in your success? If yes, why do you think so? • No, I do not think so • Yes, because I can use the teachers' feedback to improve • Yes, I am not stressful before the assessment because I know that it will not be the final grade • None of these • Participants’ opinion:

  11. Results of the academic staff questionnaire

  12. Results of the students’ questionnaire

  13. DISCUSSIONS ABOUT THE TOOLS • questionnaires are easy to design • easy to analyse questionnaires’ results. • participants in the study find it easy to fill the questionnaires • Since most of the time, questionnaires contain multiple-choice questions; people just circle one of the options without thinking carefully about the question. • participants’ sincerity in answering the questions

  14. DISCUSSIONS ABOUT THE RESULTS • The way of assessment has changed • The application of the formative assessment is considered as very effective for the students’ success and motivation. • What makes the results of the study more interesting is the fact that they are based on different points of view, academic staff and students’ opinion about assessment, who are somehow in opposite positions.

  15. Benefits and limitations • There are some advantages of this study. • It gives valuable information about the changes in educational system in one of the universities in Macedonia in general and the staff members’ opinion and the students’ opinion about the effectiveness of formative assessment in students’ success and motivation. • The disadvantage • The number of participants- credible results • one university because of two factors: • time • financial factor.

  16. Conclusion • In conclusion, it is obvious that assessment plays a crucial part in the educational system; moreover, formative assessment has positive effect in students’ success and motivation. Another thing, which is very important, is that the educational system is changing due to the changes that occur in other field. And, all the new methodologies, techniques, approaches that are invented in developed countries are applied in transition countries as well because of the globalization.

  17. RECOMMENDATIONS • Further research in the area of education • Large number of participants • Different school subjects • However, this study can be considered as an important reference for all the other researchers who would like to study the same field. The methodology, which is used in this study can be used by other researchers to do the same study in other towns in Macedonia.

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