TY - JOUR
T1 - Key stakeholder voices
T2 - Investigating student perceptions of teachers’ use of assessment for learning
AU - Wolterinck-Broekhuis, Christel H.D.
AU - Poortman, Cindy L.
AU - Schildkamp, Kim
AU - Visscher, Adrie J.
N1 - Publisher Copyright:
© 2024, The Author(s).
PY - 2024/5
Y1 - 2024/5
N2 - 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.
AB - 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.
KW - Assessment for learning
KW - Co-regulated learning
KW - Formative assessment
KW - Self-regulated learning
KW - Student voice
KW - UT-Hybrid-D
UR - http://www.scopus.com/inward/record.url?scp=85182483453&partnerID=8YFLogxK
U2 - 10.1007/s11092-024-09428-7
DO - 10.1007/s11092-024-09428-7
M3 - Article
AN - SCOPUS:85182483453
SN - 1874-8597
VL - 36
SP - 257
EP - 275
JO - Educational assessment, evaluation and accountability
JF - Educational assessment, evaluation and accountability
ER -