Role of Systematic Formative Assessment on Students’ Views of Their Learning
<p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-lang...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2013-10-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | http://www.revistas.unal.edu.co/index.php/profile/article/view/40175 |
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| author | Areiza Restrepo Hugo Nelson |
| author_facet | Areiza Restrepo Hugo Nelson |
| author_sort | Areiza Restrepo Hugo Nelson |
| collection | DOAJ |
| description | <p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">This article presents a partial report of a small qualitative research study that explored the students’ views of their learning during and after the implementation of formative procedures such as self-assessment, feedback, and conferences. The article also includes their perceptions about this implementation. The research was carried out with a group of students of English enrolled in an extension program of a Colombian public university. The results showed that formative assessment helped these learners to be aware of their communicative competence and to perceive the situations in which they developed this awareness; it also enabled them to experience success in their learning. Also, learners identified the purposes of this kind of assessment and perceived formative assessment as a transparent procedure.</span></p><p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">Este artículo presenta el reporte parcial de un pequeño estudio de investigación de tipo cualitativo que exploró las percepciones de los estudiantes sobre su aprendizaje durante y después de la implementación de una evaluación formativa sistemática y sus visiones sobre este tipo de intervención. El estudio se llevó a cabo en un grupo de estudiantes de inglés pertenecientes a un programa de extensión de enseñanza de lenguas extranjeras en una universidad pública colombiana. Los resultados mostraron que la evaluación formativa ayudó a estos estudiantes a ser conscientes de su competencia comunicativa y a reconocer las situaciones en las que se generó tal conciencia; además, también les permitió experimentar éxito en su aprendizaje. Asimismo, los estudiantes identificaron los propósitos de este tipo de evaluación, la cual percibieron como un proceso transparente.</span></p> |
| format | Article |
| id | doaj-art-2cbd344877f0468fb25904aa50565e99 |
| institution | OA Journals |
| issn | 1657-0790 |
| language | English |
| publishDate | 2013-10-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-2cbd344877f0468fb25904aa50565e992025-08-20T02:01:34ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902013-10-01152165183Role of Systematic Formative Assessment on Students’ Views of Their LearningAreiza Restrepo Hugo Nelson<p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">This article presents a partial report of a small qualitative research study that explored the students’ views of their learning during and after the implementation of formative procedures such as self-assessment, feedback, and conferences. The article also includes their perceptions about this implementation. The research was carried out with a group of students of English enrolled in an extension program of a Colombian public university. The results showed that formative assessment helped these learners to be aware of their communicative competence and to perceive the situations in which they developed this awareness; it also enabled them to experience success in their learning. Also, learners identified the purposes of this kind of assessment and perceived formative assessment as a transparent procedure.</span></p><p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">Este artículo presenta el reporte parcial de un pequeño estudio de investigación de tipo cualitativo que exploró las percepciones de los estudiantes sobre su aprendizaje durante y después de la implementación de una evaluación formativa sistemática y sus visiones sobre este tipo de intervención. El estudio se llevó a cabo en un grupo de estudiantes de inglés pertenecientes a un programa de extensión de enseñanza de lenguas extranjeras en una universidad pública colombiana. Los resultados mostraron que la evaluación formativa ayudó a estos estudiantes a ser conscientes de su competencia comunicativa y a reconocer las situaciones en las que se generó tal conciencia; además, también les permitió experimentar éxito en su aprendizaje. Asimismo, los estudiantes identificaron los propósitos de este tipo de evaluación, la cual percibieron como un proceso transparente.</span></p>http://www.revistas.unal.edu.co/index.php/profile/article/view/40175Autonomyformative assessmentmetacognition |
| spellingShingle | Areiza Restrepo Hugo Nelson Role of Systematic Formative Assessment on Students’ Views of Their Learning Profile: Issues in Teachers' Professional Development Autonomy formative assessment metacognition |
| title | Role of Systematic Formative Assessment on Students’ Views of Their Learning |
| title_full | Role of Systematic Formative Assessment on Students’ Views of Their Learning |
| title_fullStr | Role of Systematic Formative Assessment on Students’ Views of Their Learning |
| title_full_unstemmed | Role of Systematic Formative Assessment on Students’ Views of Their Learning |
| title_short | Role of Systematic Formative Assessment on Students’ Views of Their Learning |
| title_sort | role of systematic formative assessment on students views of their learning |
| topic | Autonomy formative assessment metacognition |
| url | http://www.revistas.unal.edu.co/index.php/profile/article/view/40175 |
| work_keys_str_mv | AT areizarestrepohugonelson roleofsystematicformativeassessmentonstudentsviewsoftheirlearning |