http://dx.doi.org/10.1016/j.stueduc.2014.02.003">
 

Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

Can student-generated test materials support learning?

Language

English

Abstract

© 2014 Elsevier Ltd. This paper aims to investigate students' perspectives on the interplay between the formative and summative functions of assessment. More specifically, it explores whether their learning can be supported by a classroom activity informed by a formative strategy (i.e., student generation of test materials) in a teacher education programme. Research methods included focus-group interviews, classroom observations, student reflective journals, and text analysis of student-generated test papers, and tutor feedback to these papers. Findings indicated that the formative strategy was generally well-received as a practice to support learning for the summative evaluation, despite concerns about the overall quality of some mock papers. Implications for building a positive link between formative and summative assessment and promoting dialogic feedback processes in wider higher education classroom contexts are discussed.

Keywords

Dialogic feedback, Formative assessment, Higher education, Student generation of test materials, Summative assessment

Publication Date

2014

Source Publication Title

Studies in Educational Evaluation

Volume

43

Start Page

95

End Page

108

Publisher

Elsevier

ISSN (print)

0191491X

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