Department of Education Studies
Can student-generated test materials support learning?
© 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.
Dialogic feedback, Formative assessment, Higher education, Student generation of test materials, Summative assessment
Source Publication Title
Studies in Educational Evaluation
Link to Publisher's Edition
Lam, R. (2014). Can student-generated test materials support learning?. Studies in Educational Evaluation, 43, 95-108. https://doi.org/10.1016/j.stueduc.2014.02.003