Students’ perceptions of novel forms of assessment

Handbook of Human and Social Conditions in Assessment

Volumn , Issue , 2016, Pages 129-144

  Struyven, Katrien ^a   Devesa, Joana ^a  

^a VRIJE UNIVERSITEIT BRUSSEL   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85049493171     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315749136-15     Document Type: Chapter

References (112)

1. Alexander, M., Underwood, R., & Truell, A. (2005). Advantages and disadvantages of web-based assessment: The effect of experience on student perceptions. Journal of Business and Training Education, 14, 1-8.
2. Altahawi, F., Sisk, B., Poloskey, S., Hicks, C., & Dannefer, E. (2012). Student perspectives on assessment: Experience in a competency-based portfolio system. Medical Teacher, 34, 221-225.
3. Arnold, L., Shue, C. K., Kritt, B., Ginsburg, S., & Stern, D. (2005). Medical students’ views on peer assessment of professionalism. Journal of General Internal Medicine, 20(9), 819-824.
4. Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15, 194-203.
5. Backer, E. (2010). Using smartphones and Facebook in a major assessment: the student experience. E-Journal of Business Education & Scholarship of Teaching, 4(1), 19-31.
6. Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review. Research and Practice in Assessment, 8, 40-48.
7. Ballantyne, R., Hughes, K., & Mylonas, M. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427-441.
8. Bartram, B., & Bailey, C. (2010). Assessment preferences: A comparison of UK/international students at an English university. Research in Post-Compulsory Education, 15(2), 177-187.
9. Bevitt, S. (2014). Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education, 1-17.
10. Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90-98.
11. Blaikie, F., Schönau, D., & Steers, J. (2004). Preparing for portfolio-assessment in art and design: A study of opinions and experiences of exiting secondary school students’ in Canada, The Netherlands and England. The International Journal of Art & Design Education, 23(3), 302-315.
12. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
13. Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
14. Brine, J. (2006). Lifelong learning and the knowledge economy: Those that know and those that do not: The discourse of the European Union. British Educational Research Journal, 32(5), 649-665.
15. Brown, G.T.L., & Hirschfeld, G.H.F. (2007). Students’ conceptions of assessment and mathematics: Self-regulation raises achievement. Australian Journal of Educational and Developmental Psychology, 7, 63-74.
16. Brown, G.T.L., & Hirschfeld, G.H.F. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy and Practice, 15(1), 3-17.
17. Brown, S. (2011). Bringing about positive change in the higher education student experience: A case study. Quality Assurance in Education, 19(3), 195-207.
18. Carless, D. (2002). The ‘Mini-Viva’ as a tool to enhance assessment for learning. Assessment & Evaluation in Higher Education, 27(4), 353-363.
19. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
20. Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovation in Education and Teaching International, 44(1), 57-66.
21. Chamorro-Primuzic, T., Furnham, A., Dissou, G., & Heaven, P. (2005). Personality and preference for academic assessment: A study with Australian University students. Learning and Individual Differences, 15, 247-256.
22. Chang, C., Tseng, K., Liang, C., & Cheng, T. (2013). Using e-portfolios to facilitate university students’ knowledge management performance: E-portfolio vs. Non-portfolio. Computers & Education, 69, 216-224.
23. Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 2 (22), 233-239.
24. Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901.
25. Clarke, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249.
26. Conole, G., de Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education, 50, 511-524.
27. Constantinescu, M., & Alexandrache, C. (2014). Resistance to changes in the field of the education. Procedia-Social and Behavioral Sciences, 137, 70-73.
28. Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue and change in education. Educational Researcher, 31(4), 3-14.
29. Coulby, C., Hennessey, S., Davies, N., & Fuller, R. (2011). The use of mobile technology for work-based assessment: The student experience. British Journal of Educational Technology, 42(2), 251-265.
30. Coutts, R., Gilleard, W., & Baglin, R. (2011). Evidence for the impact of assessment on mood and motivation in first-year students. Studies in Higher Education, 36(3), 291-300.
31. Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?. Computers and Education, 58, 386-396.
32. Dermo, J. (2009). E-assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40(2), 203-214.
33. Donald, J. G., & Denison, B. (2001). Quality assessment of university students: Student perception of quality criteria. The Journal of Higher Education, 72(4), 478-502.
34. Dreher, C., Reiners, T., & Dreher, H. (2011). Investigating factors affecting the uptake of automated assessment technology. Journal of Information Technology Education, 10, 161-181.
35. Drew, S. (2001). Perceptions of what helps learn and develop in education. Teaching in Higher Education, 6(3), 309-331.
36. Entwistle, N. J., McCune, V., & Walker, P. (2001) Conceptions, styles and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning and thinking styles (pp. 103-136). New York, Lawrence Erlbaum Associates.
37. Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students conceptions of assessment in higher education. Higher Education, 64, 119-133.
38. Furnham, A., Batey, M., & Martin, N. (2011). How would you like to be evaluated? The correlates of students’ preferences for assessment methods. Personality and Individual Differences, 50, 259-263.
39. Garside, J., Nhemachena, J. Z., Williams, J., & Topping, A. (2009). Repositioning assessment: Giving students the ‘choice’ of assessment methods. Nurse Education in Practice, 9, 141-148.
40. Gibbs, G., & Simpson, C. (2004-05). Conditions under which assessment supports students. Learning and Teaching in Higher Education, 1, 3-31.
41. Gipps, C., & Stobart, G. (2003). Alternative assessment. In T. Kellaghan & D. L. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 549-575). Dordrecht/Boston/London: Kluwer Academic Publishers.
42. Gleaves, A., Walker, C., & Grey, J. (2007). Using digital and paper diaries for learning and assessment purposes in higher education: A comparative study of feasibility and reliability. Assessment & Evaluation in Higher Education, 32(6), 631-643.
43. Hämäläinen, M., Hyyrynen, V., Ikonen, J., & Porras, J. (2011). Applying peer-review for programming assignments. International Journal on Information Technologies & Security, 1, 3-17.
44. Han, J. H., & Finkelstein, A. (2013). Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education. Computers & Education, 65, 64-76.
45. Hanrahan, S. J., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views. High Education Research & Development, 20(1), 53-70.
46. Hartberg, Y., Gunersel, A. B., Simpson, N. J., & Balester, V. (2008). Development of student writing in biochemistry using calibrated peer review. Journal of the Scholarship of Teaching and Learning, 2(1), 29-44.
47. Herman, J. L., Klein, D.C.D., & Wakai, S. T. (1997). American students’ perspectives on alternative assessment: Do they know it’s different?-CSE technical report. Los Angeles, CRESST/University of California.
48. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235-266.
49. Jeffries, C., & Maeder, D. W. (2004-05). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 27(1-2), 17-28.
50. Jessup, L. M., Connolly, T., & Tansik, D. A. (1990). Toward a theory of automated group work: The deindividuating effects of anonymity. Small Group Research, 21(3), 333-347.
51. Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers and Education, 54(3), 722-732.
52. Joughin, G., 1998. Dimensions of oral assessment. Assessment & Evaluation in Higher Education, 23(4), 367-378.
53. Kaufman, J. H., & Schunn, C. D. (2011). Students’ perceptions about peer-assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387-406.
54. Kean, J. (2012). Show and tell: Using peer-assessment and exemplars to help students understand quality in assessment. Practitioner Researcher in Higher Education, 6(2), 83-94.
55. Knight, P. T. (2002). Summative assessment in higher education: Practices in disarray. Studies in Higher Education, 27(3), 275-286.
56. Kuisma, R. (2007). Portfolio assessment of an undergraduate group project. Assessment & Evaluation in Higher Education, 32(5), 557-569.
57. Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18, 132-153.
58. Langrish, T., & See, H. (2008). Diverse assessment methods in group work settings. Education for Chemical Engineers, 3, 40-46.
59. Liu, N., & Carless, D. (2006). Peer feedback: The learning element of peer-assessment. Teaching in Higher Education, 11(3), 279-290.
60. Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
61. Lu, R., & Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Journal of Interactive Online Learning, 6(2), 100-115.
62. Maag, J. W. (2009). Resistance to change: Overcoming institutional and individual limitations for improving student behaviour through PLCs. Journal of the American Academy of Special Education Professionals, 4(2), 41-57.
63. Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers and Education, 56, 429-440.
64. Margerum, L. D., Gulsrud, M., Manlapez, R., Rebong, R., and Love, A. (2007). Application of calibrated peer review (CPR) writing assignments to enhance experiments with an environmental chemistry focus. Journal of Chemical Education, 84(2), 292-295.
65. Martínez-Lirola, M., & Rubio, F. (2009). Students’ beliefs about portfolio evaluation and its influence on their learning outcomes to develop EFL in a Spanish context. International Journal of English Studies, 9(1), 91-111.
66. McGarr, O., & Clifford, A. M. (2013). ‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment. Higher Education, 65, 677-693.
67. McLaughlin, P., & Simpson, N. (2004). Peer-assessment in first year university: How the students feel. Studies in Educational Evaluation, 30, 288-297.
68. Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38, 185-199.
69. Moni, K. B., van Kraayenoord, C. E., & Baker, C. D. (2002) Students’ perceptions of literacy assessment. Assessment in Education: Principles, Policy & Practice, 9(3), 319-342.
70. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
71. Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.
72. Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self and peer evaluators. Educational Technology Research and Development, 57(3), 393-410.
73. Parke, C. S., & Lane, S. (2007). Students’ perceptions of a Maryland state performance assessment. The Elementary School Journal, 107(3), 305-324.
74. Pearce, G., & Lee, G. (2009). Viva voce (oral examination) as an assessment method: Insights from marketing students. Journal of Marketing Education, 31, 120-130.
75. Pearce, J., Mulder, R., & Baik, C. (2009). Involving students in peer review: Case studies and practical strategies for university teaching. The University of Melbourne.
76. Peterson, E. R., & Irving, S. E. (2008). Secondary students’ conceptions of assessment and feedback. Learning and Instruction, 18, 238-250.
77. Powell, W. W., & Snellman, K. (2004). The knowledge economy. Annual Review of Sociology, 30, 199-220.
78. Prensky, M. (2001). Digital natives, digital immigrants part I, On the Horizon, 9(5), 1-6.
79. Prensky, M. (2005). Engage me or enrage me: What today’s learners demand. Educause Review, 40(5), 60-65.
80. Prensky, M. (2007). Changing paradigms: from “being taught” to “learning on your own with guidance”. Educational Technology. Retrieved October 22, 2014 from http://marcprensky.com/articles-in-publications/
81. Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices?" Active Learning in Higher Education, 3(2), 145-158.
82. Sagie, A., Elizur, D., & Greenbaum, C. W. (1985). Job experience, persuasion strategy and resistance to change: An experimental study. Journal of Occupational Behavior, 6, 157-162.
83. Sambell, K., McDowell, L., & Brown, S. (1997). ‘But is it fair?': An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371.
84. Schutt, S., & Linegar, D. (2010). Agents of engagement: Trialling the use of collaborative technology workshops to engage at-risk youth and teachers in VET, in: AVETRA 13th Annual Conference, Thursday, 8-Friday, 9 April, Surfers Paradise, Queensland.
85. Sitthiworachart, J., & Joy, M. (2004). Effective peer assessment for learning computer programming. ACM SIGCSE Bulletin, 36(3), 122-126.
86. Sluijmans, D., Dochy, F., & Moerkerke, G. (1999). The use of self-, peer- and co-assessment in higher education: A review of literature. Studies in Higher Education, 24(3), 331-350.
87. Stefani, L.A.J. (1998). Assessment in partnership with learners. Assessment & Evaluation in Higher Education, 23(4), 339-349.
88. Stevens, K., & Jamieson, R. (2002). The introduction and assessment of three teaching tools (WebCT, Mindtrail, EVE) into a post graduate course. Journal of Information Technology Education, 1(4), 233-252.
89. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
90. Stone, A. (2014). Online assessment: What influences students to engage with feedback?, The Clinical Teacher, 11, 284-289.
91. Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18-32.
92. Struyven, K., Blieck, Y., & De Roeck, V. (2014). The electronic portfolio as a tool to develop and assess pre-service student teaching competences: Challenges for quality. Studies in Educational Evaluation, 43, 40-54.
93. Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 331-347.
94. Struyven, K., Dochy, F., & Janssens, S. (2008). The effects of hands-on experience on students’ preferences for assessment methods. Journal of Teacher Education, 59(1), 69-88.
95. Sulaiman, F. (2010). Students’ perceptions of implementing problem-based learning in a physics course. Procedia Social and Behavioral Sciences, 7(C), 355-362.
96. Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 45-62.
97. Terzis, V., Moridis, C. N., Economides, A. A., & Mendez, G. R. (2013). Computer based assessment acceptance: A cross-cultural study in Greece and Mexico. Educational Technology & Society, 16(3), 411-442.
98. Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review in Educational Research, 68(3), 249-276.
99. Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323-342.
100. Trautmann, N. M. (2009). Interactive learning through web-mediated peer review of student science reports. Educational Technology Research and Development, 57(5), 685-704.
101. van de Watering, G., Gijbels, D., Dochy, F., & van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645-658.
102. van der Vleuten, C. P. M., Schuwirth, L. W. T., Scheele, F., Driessen, E. W., Hodges, B., Currie, R., & Currie, E. (2010). The assessment of professional competence: Building blocks for theory development. Best Practice & Research Clinical Obstetrics and Gynaecology, 30, 1-17.
103. Voerman, L., Korthagen, F. J. A, Meijer, P. C., & Simons, R. J. (2014). Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice. Teaching and Teacher Education, 43, 91-98.
104. Vu, T. T., & Dall’Alba, G. (2007). Students’ experience of peer-assessment in a professional course. Assessment & Evaluation in Higher Education, 32(5), 541-556.
105. Walen, S. B., & Hirstein, J. (1995). Classroom vignette: An alternative assessment tool. Teaching Children Mathematics, 1(6), 362-365.
106. Walker, P. (2008). ‘What do students think they (should) learn at college?' Student perceptions of essential learning outcomes. Journal of the Scholarship of Teaching and Learning, 2(1), 45-60.
107. Walvoord, M. E., Hoefnagels, M. H., Gaffin, D. D., Chumchal, M. M., & Long, D. A. (2008). An analysis of calibrated peer review (CPR) in a science lecture classroom. Journal of College Science Teaching, 37(4), 66-73.
108. Wen, M. L., & Tsai, C. (2006). University students’ perceptions of and attitudes towards (online) peer assessment. Higher Education, 51(1), 27-44.
109. White, E. (2009). Student perspectives of peer assessment for learning in a public speaking course. Asian EFL Journal, 33, 1-36.
110. Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35, 549-555.
111. Yildrim, A. (2004). Student assessment in high-school social studies in Turkey: Teachers’ and students’ perceptions. International Review of Education, 50(2), 157-175.
112. Zeidner, M. (1992). Key facets of classroom grading: A comparison of teacher and student perspectives. Contemporary Educational Psychology, 17(3), 224-243.