Does continuous assessment in higher education support student learning?

DC FieldValueLanguage
dc.contributor.authorHernandez, M. Rosario-
dc.date.accessioned2019-04-08T11:03:38Z-
dc.date.available2019-04-08T11:03:38Z-
dc.date.copyright2012 Springeren_US
dc.date.issued2012-10-
dc.identifier.citationHigher Educationen_US
dc.identifier.urihttp://hdl.handle.net/10197/9841-
dc.description.abstractA distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.rightsThe final publication is available at Springer via http://dx.doi.org/10.1007/s10734-012-9506-7.en_US
dc.subjectContinuous assessmenten_US
dc.subjectStudent learningen_US
dc.subjectFeedbacken_US
dc.subjectHigher educationen_US
dc.subjectFormative assessmenten_US
dc.titleDoes continuous assessment in higher education support student learning?en_US
dc.typeJournal Articleen_US
dc.internal.authorcontactothercharo.hernandez@ucd.ieen_US
dc.statusPeer revieweden_US
dc.identifier.volume64en_US
dc.identifier.issue4en_US
dc.identifier.startpage489en_US
dc.identifier.endpage502en_US
dc.identifier.doi10.1007/s10734-012-9506-7-
dc.neeo.contributorHernandez|M. Rosario|aut|-
dc.internal.rmsid347882803-
dc.date.updated2018-02-14T17:26:14Z-
item.grantfulltextopen-
item.fulltextWith Fulltext-
Appears in Collections:Languages, Cultures and Linguistics Research Collection
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