But... What do we Really mean by Formative and Shared Assessment?: Usual Confusions and Practical Reflections
Keywords:
Formative and shared assessment, Teacher reflection, Involvement of students, Active learning.Abstract
It is fundamental to reflect on the aims and possibilities of the use of formative and shared evaluation (FSA) in educational contexts. Although the literature about its effects on diversity of variables is abundant and tedious, it is not so much at the time of clarifying certain pedagogical errors in its implementation. This is necessary, even more so now, where its dissemination has been very high in recent years. The objectives of this study are two: a) to present the most common confusions when using FSA and b) to establish reflections and practical considerations for its proper use. The topics analyzed are: 1) formative assessment/continuous qualification; 2) the teacher as the only feedback agent; 3) no delimitation of the criteria in advance; 4) not allow previous deliveries; 5) not guarantee the jump to the qualification in a pedagogical way; 6) not to associate evaluation procedures with their respective instruments; 7) use the evaluation for purely academic purposes. It is intended that this manuscript may be of special interest and usefulness for all teachers interested in the field of evaluation, and as a consequence to improve their educational practice. It must be remembered that education is much more than assessment, but without it, its effects are more limiting.Downloads
References
Alcaraz, N., Navas, M. y Solac, M. (2012). La voz del alumnado en los procesos de evaluación docente universitaria. Revista Iberoamericana de Evaluación Educativa, 5(2), 26-39.
Alonzo, A. (2018). An Argument for Formative Assessment with Science Learning Progressions. Applied Measurement in Education, 31(2), 104-112. https://doi.org/10.1080/08957347.2017.1408630
Ashgar, A. (2010). Reciprocal Peer Coaching and Its Use as a Formative Assessment Strategy for First-Year Students. Assessment & Evaluation in Higher Education, 35(4), 403-417.
Bakhtiar, A., Webster, E. A. y Hadwin, A. F. (2018). Regulation and Socio-Emotional Interactions in a Positive and a Negative Group Climate. Metacognition and Learning, 13(1), 57-90. https://doi.org/10.1007/s11409-017-9178-x
Barnes, M. E. y Brownell, S. E. (2016). Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution. CBE - Life Sciences Education, 15(1), 54-66.
Calkins, A. et al. (2018). Five Elements for Assessment Design and Use to Support Student Autonomy. Students at the Center: Deeper Learning Research Serie. Jobs for the Future, 25(1), 12-14.
Cano, E. (2008). La evaluación por competencias en la educación superior. Profesorado. Revista de Currículum y Formación de Profesorado, 12(3), 1-16.
Chiappe, A., Pinto, R. y Arias, V. (2016). Open Assessment of Learning: A Meta-Synthesis. International Review of Research in Open and Distributed Learning, 17(6), 44-61.
Craft, A. R. y Chappell, K. A. (2016). Possibility Thinking and Social Change in Primary Schools. Education, 44(4), 407-425. https://doi.org/10.1080/03004279.2014.961947
Delgado, V., Hortigüela, D., Ausín, V. y Abella, V. (2018). El Blog como Instrumento de Mejora para la Autorregulación del Aprendizaje del Estudiante Universitario. Estudios Pedagógicos, 44(2), 171-184.
Fraile, A., López-Pastor, V., Castejón, J. y Romero, R. (2013). La evaluación formativa en docencia universitaria y el rendimiento académico del alumnado. Aula Abierta, 41(2), 23-34.
Goh, A. (2013). The Significance of Social Relationships in Learning to Become a Vocational and Technical Education Teacher: A Case Study of Three Individuals. Studies in Continuing Education, 35(3), 366-378. https://doi.org/10.1080/0158037X.2013.770390
Grosas, A., Raju, S., Schuett, B., Chuck, J. y Millar, T. (2016). Determining if active learning through a formative assessment process translates to better performance in summative assessment. Studies in Higher Education, 41(9), 1595-161. https://doi.org/10.1080/03075079.2014.988704
Gutiérrez, C., Hortigüela, D., Peral, Z. y Pérez-Pueyo, A. (2018). Percepciones de Alumnos del Grado en Maestro en Educación Primaria con Mención en Educación Física sobre la Adquisición de Competencias. Estudios Pedagógicos, 44(2), 223-239.
Hortigüela, D. y Pérez-Pueyo, A. (2016). La evaluación entre iguales como herramienta para la mejora de la práctica docente. Revista Opción, 32(7), 865-879.
Hortigüela, D., Abella, V., Delgado, V. y Ausín, V. (2018). Valoración del aprendizaje obtenido en la formación inicial del profesorado en función del enfoque metodológico. Profesorado. Revista de Currículo y Formación del Profesorado, 22(2), 183-202.
Hortigüela, D., Palacios, A. y López-Pastor, V. M. (2018). The impact of formative and shared or coassessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 43(3), 1-14. https://doi.org/10.1080/02602938.2018.1530341
Hortigüela, D., Pérez-Pueyo, A. y Abella, V. (2015a). ¿De qué manera se implica el alumnado en el aprendizaje? Análisis de su percepción en procesos de evaluación formativa. Revista de Investigación en Educación, 13(1), 88-104.
Hortigüela, D., Pérez Pueyo, A. y Abella, V. (2015b). Perspectiva del alumnado sobre la evaluación tradicional y la evaluación formativa. Contraste de grupos en las mismas asignaturas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 35-48.
Hortigüela, D., Pérez-Pueyo, A. y Abella, V. (2015c). ¿Cómo influye el sistema de evaluación en la percepción del alumnado? @TIC revista d’ innovació educativa, 14, 82-89. https://doi.org/10.7203/attic.14.4170.
Hortigüela, D., Pérez-Pueyo, A. y López-Pastor, V. M. (2015). Implicación y regulación del trabajo del alumnado en los sistemas de evaluación formativa en educación superior. RELIEVE, 21(1), 1-5. https://doi.org/10.7203/relieve.21.1.5171
Hortigüela, D., Fernández-Río, J., Castejón, J. y Pérez-Pueyo, A. (2017). Formative assessment, work regulation, organization, engagement, tracking and attendance in Spanish Universities. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 49-63. https://doi.org/10.6018/reifop.20.3.268681
Joughin, G., Dawson, P. y Boud, D. (2017). Improving Assessment Tasks through Addressing Our Unconscious Limits to Change. Assessment & Evaluation in Higher Education, 42(8), 1221-1232. https://doi.org/10.1080/02602938.2016.1257689
Keely, P. (2016). Formative Assessment Probes: Big and Small Seeds. Linking Formative Assessment Probes to the Scientific Practices. Science and Children, 53(9), 20-21.
Kimmelman, N. y Lang, J. (2018). Linkage within teacher education: cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1), 52-64. https://doi.org/10.1080/02619768.2018.1547376
Klenowski, V., Askew, S. y Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Journal Assessment & Evaluation in Higher Education, 31(3), 267-286. https://doi.org/10.1080/02602930500352816
López-Lozano, L., Solís, E. y Azcárate, P. (2018). Evolution of Ideas about Assessment in Science: Incidence of a Formative Process. Research in Science Education, 48(5), 915-937. https://doi.org/10.1007/s11165-016-9591-1
López-Pastor, V. M. (2008). Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado. European Journal of Teacher Education, 31(3), 293-311. https://doi.org/10.1080/02619760802208452
López-Pastor, V. M. y Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. https://doi.org/10.1080/02602938.2015.1083535
Lorente-Catalán, E. y Kirk, D. (2014). Making the Case for Democratic Assessment Practices within a Critical Pedagogy of Physical Education Teacher Education. European Physical Education Review, 20(1), 104-119. https://doi.org/10.1177/1356336X13496004
Mandouit, L. (2018). Using Student Feedback to Improve Teaching. Educational Action Research, 26(5), 755-769. https://doi.org/10.1080/09650792.2018.1426470
Mazzitelli, C. A. Guirado, A. y Laudadio, M. J. (2018). Estilos de Enseñanza y Representaciones sobre Evaluación y Aprendizaje. Revista Iberoamericana de Evaluación Educativa, 11(1), 57-72. https://doi.org/10.15366/riee2018.11.1.004
Meusen-Beekman, K. D., Joosten-ten Brinke, D. y Boshuizen, H. (2015). Developing Young Adolescents' Self-Regulation by Means of Formative Assessment: A Theoretical Perspective. Cogent Education, 2(1), 107-123. https://doi.org/10.1080/2331186X.2015.1071233
Navas, M., Salarirche, N. y Sola, M. (2017). Evaluación y Pruebas Estandarizadas: Una Reflexión sobre el Sentido, Utilidad y Efectos de estas Pruebas en el Campo Educativo. Revista Iberoamericana de Evaluación Educativa, 10(1), 51-67. https://doi.org/10.15366/riee2017.10.1.003
Purcell, B. M. (2014). Use of Formative Classroom Assessment Techniques in a Project Management Course. Journal of Case Studies in Accreditation and Assessment, 12(1), 13-22.
Sampaio, M. y Leite, C. (2017). From Curricular Justice to Educational Improvement: What Is the Role of Schools' Self-Evaluation? Improving Schools, 20(1), 62-75. https://doi.org/10.1177/1365480216688553
Serrano, R. (2010). Pensamientos del profesor: un acercamiento a las creencias y concepciones sobre el proceso de enseñanza-aprendizaje en la Educación Superior. Revista de Educación, 352, 267-287.
Shepard, L. A., Penuel, W. R. y Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21-34.
Siry, C. y Brendel, M. (2016). The Inseparable Role of Emotions in the Teaching and Learning of Primary School Science. Cultural Studies of Science Education, 11(3), 803-815. https://doi.org/10.1007/s11422-016-9781-1
Springett, J. (2017). Impact in Participatory Health Research: What Can We Learn from Research on Participatory Evaluation? Educational Action Research, 25(4), 560-574. https://doi.org/10.1080/09650792.2017.1342554
Subasi, M. y Tas, Y. (2016). The Role of Motivating Tasks and Personal Goal Orientations in Students' Coping Strategies in Science. Asia-Pacific Forum on Science Learning and Teaching, 17(2), 45-57.
Wang, W. (2017). Using Rubrics in Student Self-Assessment: Student Perceptions in the English as a Foreign Language Writing Context. Assessment & Evaluation in Higher Education, 42(8), 1280-1292. https://doi.org/10.1080/02602938.2016.1261993
Wanner, T. y Palmer, E. (2018). Formative Self- and Peer Assessment for Improved Student Learning: The Crucial Factors of Design, Teacher Participation and Feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047. https://doi.org/10.1080/02602938.2018.1427698
Wei, W. (2014). Using summative and formative assessments to evaluate EFL teachers’ teaching performance. Assessment & Evaluation in Higher Education, 40(4), 611-623. https://doi.org/ 10.1080/02602938.2014.939609
Wilkie, K. J. (2016). Using Challenging Tasks for Formative Assessment on Quadratic Functions with Senior Secondary Students. Australian Mathematics Teacher, 72(1), 30-40.