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Exploring feedback practices in formative assessment in Rwandan higher education: a multifaceted approach is needed
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
2016 (engelsk)Inngår i: International Journal of Teaching and Education, ISSN 1993-3916, Vol. IV, nr 2, s. 1-22Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student’s learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used aqualitative approach with the aim of gaining lecturers’ and students’ perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers – who portrayed themselves as information providers, mastery checkers, and performance appraisers - were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructionsin too-much-delayed lecturers’ written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study’s findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.

sted, utgiver, år, opplag, sider
2016. Vol. IV, nr 2, s. 1-22
Emneord [en]
formative assessment, feedback, higher education, teaching, learning
HSV kategori
Forskningsprogram
informationssamhället
Identifikatorer
URN: urn:nbn:se:su:diva-135416DOI: 10.20472/TE.2016.4.2.001OAI: oai:DiVA.org:su-135416DiVA, id: diva2:1045200
Tilgjengelig fra: 2016-11-08 Laget: 2016-11-08 Sist oppdatert: 2019-01-21bibliografisk kontrollert
Inngår i avhandling
1. Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
Åpne denne publikasjonen i ny fane eller vindu >>Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.

sted, utgiver, år, opplag, sider
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. s. 105
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-003
Emneord
Technology-enhanced learning, formative e-assessment, self-regulated learning, blended learning
HSV kategori
Forskningsprogram
informationssamhället
Identifikatorer
urn:nbn:se:su:diva-165086 (URN)978-91-7797-592-2 (ISBN)978-91-7797-593-9 (ISBN)
Disputas
2019-03-11, L50, NOD-huset, Borgarfjordsgatan 12, Stockholm, 13:00 (engelsk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Accepted.

Tilgjengelig fra: 2019-02-14 Laget: 2019-01-21 Sist oppdatert: 2019-01-31bibliografisk kontrollert

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