Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning

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Abstract

Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to clarify the learning intentions and success criteria and eliciting evidence on their learning progress regularly (between 50–74% of the lessons). Students hardly ever experienced activities aimed at peer- and self-assessment (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers’ skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students’ self-regulated learning need more attention in future teacher professional development trajectories.

Original languageEnglish
Pages (from-to)257-275
Number of pages19
JournalEducational assessment, evaluation and accountability
Volume36
Early online date15 Jan 2024
DOIs
Publication statusPublished - May 2024

Keywords

  • Assessment for learning
  • Co-regulated learning
  • Formative assessment
  • Self-regulated learning
  • Student voice
  • UT-Hybrid-D

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