Formative Assessment: Component of Teaching-Learning Process in the University Context in Post-COVID-19

Edgar L. Martínez-Huamán, John Peter Aguirre Landa, Víctor Enrique Lizama Mendoza, Cecilia Edith García Rivas Plata

Abstract


The aim of this study was to reveal formative assessments as being a component of the teaching-learning process in the university context in post-COVID-19 times. This study has focused on the qualitative approach through the interpretive phenomenological method. The data gathering tool used was that of a semi-structured interview with seven professors from the education and engineering programs at the Universidad Nacional José María Arguedas, Peru. The methodological procedure involved the organization through the Atlas.ti computer program and the transcription of the information through content analysis, resulting in the emergence of validated categories through the triangulation process reflecting the phenomenological reduction. The results showed there to be three categories: the role of the professor in the formative assessment, socio-emotional bonding, and learning feedback. In conclusion, formative assessment is a fundamental component of teaching and learning in the classroom where the professor, through feedback in the class sessions, promotes socio-emotional bonding, perceives mistakes to offer correction, and recognizes the work well done to encourage reinforcement and reflection of the teaching practice. A new evaluative culture focused on the formation of skills and competencies is required for which the professor has a high commitment and responsibility not only in terms of preparing and training the student but also themselves.

https://doi.org/10.26803/ijlter.21.11.17


Keywords


formative assessment; feedback; learning process; face-to-face teaching; online teaching

Full Text:

PDF

References


Allal, L. (1980). Educational evaluation strategies: Psychopedagogic perspectives and modes of application, Journal for the Study of Education and Development. 3(11), 4-22. https://doi.org/10.1080/02103702.1980.10821803

Azogul, G. & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self and peer evaluators. Education Tech Research Dev, 57, 393–410. https://doi.org/10.1007/s11423-007-9052-7

Azzi-Huck, K., & Shmis, T. (2020). ¿Qué están haciendo los países para prepararse, afrontar y recuperarse de la crisis? https://blogs.worldbank.org/es/education/Gestionarel-impacto-de-la-COVID-19-en-los-sistemas-educativos

Barba-Martín, R. A. & Hortigüela-Alcalá, D. (2022). Presentación. Mecanismos, instrumentos y prácticas para fomentar la participación del alumnado en su propia evaluación. Revista Iberoamericana de Evaluación Educativa, 15(1), 7-8. https://doi.org/10.15366/riee2022.15.1

Blair, E., & Valdez, K. (2014). Improving higher education practice through student evaluation systems: is the student voice being heard? Assessment & Evaluation in Higher Education, 39(7), 879-894. https://doi.org/10.1080/02602938.2013.875984

Brown, S. (2015). La evaluación auténtica: el uso de la evaluación para ayudar a los estudiantes a aprender. RELIEVE, 1(2). https://doi.org/10.7203/ relieve.21.2.7674

Brown, S. (2005). Assessment for learning. Learning and Teaching in Higher Education. 1, 81–89. https://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/FilestoreDONOTDELETE/Filetoupload,120807,en.pdf

Calatayud, M. A., & Alonso Tena, B. (2022). Complicidad entre autoevaluación y aprendizaje. Matices para su implantación en la Universidad. Revista Iberoamericana de Evaluación Educativa, 15(1), 23-42. https://doi.org/10.15366/riee2022.15.1.002

Carless, D. (2015). Exploring learning-oriented assessment processes. HigherEducation, 69(6), 103-123. https://doi.org/10.1007/s10734-014-9816-z

Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44, 57–66. https://doi.org/10.1080/14703290601081332

Morera, C. M. (2020). Teachers for the 21st Century: Academic profile, initial training and teaching practices of Spanish teachers. Introduction1. Revista de Educación, 393, 11-34. https://recyt.fecyt.es/index.php/Redu/article/view/89647/65447

Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, http://doi.org/ggr2h8

Creswell, J. W. (2007). Enfoques cualitativos, cuantitativo y con métodos mixtos (A. Guzmán y J. Alvarado, Trads.). Universidad de Nebraska. (Obra original publicada en 2003).

Denzin, N. K. & Lincoln, Y. S. (2013). Manual SAGE de investigación cualitativa (V. Weinstabl y S. de Hagen, Trads.). Gedisa.

United Natios (2020). Education and COVID-19: UN helps children continue their learning. https://www.un.org/en/coronavirus/education-and-covid-19-un-helps-children-worldwide-continue-their-learning

Diez-Gutierrez, E., & Gajardo-Espinoza, K. (2020). Educar y Evaluar en Tiempos de Coronavirus: la Situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102-134. https://doi.org/10.17583/remie.2020.5604

Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximise student learning. Corwin Press.

Elliott, John Huxtable (1993). La investigaciónacción en educación. Morata.

Eva, K. W., & Regehr, G. (2011). Exploring the divergence between self-assessment and self-monitoring. Advances in Health Sciences Education, 16, 311–329. https://doi.org/10.1007/s10459-010-9263-2

Flores, M.A., Barros, A., Simão, A.M.V., Pereira, D., Flores, P., Fernandes, E., Costa, L., & Ferreira, P. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors. High Educ, 83, 1389–1408 (2022). https://doi.org/10.1007/s10734-021-00748-x

García-Riveros, J. M., Fuertes-Meza, L. C., Montellanos-Solís, A.R. Juan Méndez Vergaray, J., & Flores, E. (2021). Perspective on formative evaluation in times of pandemic. Theoretical review. Nat. Volátiles y esencia. Aceites, 8(4), 2428-2442

Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295-296. http://doi.org/ggqkw8

Gilles, J.-L., & Charlier, B. (2020). Dispositifs d’évaluation à distance à correction automatisée versus non automatisée : analyse comparative de deux formes emblématiques. Evaluer. Journal international de recherche en éducation et formation - e-JIREF, (1), 143-154. http://hdl.handle.net/20.500.12162/3865

Secundo, G., Mele, G., Del Vecchio, P., Elia, G., Margherita, M., and Ndou, V. (2021). Threat or opportunity? A case study of digital-enabled redesign of entrepreneurship education in the COVID-19 emergency. Technological Forecasting and Social Change, 166, 120565, https://doi.org/10.1016/j.techfore.2020.120565.

Guevara, A. (2020). Evaluación de los aprendizajes en tiempos de COVID-19, el caso del estado de Chihuahua. Revista Electrónica de Investigación Educativa, 23, e17, 1-16. https://doi.org/10.24320/redie.2021.23.e17.4335

Hodges, Ch., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. https://cutt.ly/nyjLfIH

Huisman, B., Saab, N., Van Den Broek, P. & van Driel, J. (2018). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment and Evaluation in Higher Education, 44(6), 863–880. https://doi.org/10.1080/02602938.2018.1545896

Hussey, I. (2017). Continuous assessment in a new Testament survey course: Empirically informed reflections on an Australian trial. Teaching Theology Religion, 20, 230-242. https://doi. org/10.1111/teth.12391

Joshi, A., Vinay, M., and Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205-226.

https://doi.org/10.1108/ITSE-06-2020-0087

Khashaba, A. S. (2020). Evaluation of the effectiveness of online peer-based formative assessments (Peerwise) to enhance student learning in physiology: A systematic review using prisma guidelines. International Journal of Research in Education and Science, 6(4), 613–628. https://doi.org/10.46328/ijres.v6i4.1216

Kevereski, L. (2017). (Self) evaluation of knowledge in students’ population in higher education in Macedonia. Research in Pedagogy, 7(1), 69-75. https://doi. org/10.17810/2015.49

Komorowska, H. (2019). Formative evaluation - Its past, present and future. Studia Linguistica Universitatis Ia gellonicae Cracoviensis, 136(2), 155–167. https://doi.org/10.4467/20834624SL.19.013.10608

Kulasegaram, K., & Rangachari P.K. (2018). Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education, 42, 5–14. https://doi.org/10.1152/advan.00122.2017

Leighton, J. P., & Bustos Gómez, M. C. (2018). A pedagogical alliance for trust, wellbeing and the identification of errors for learning and formative assessment. Educational Psychology, 38(3), 381-406.

https://doi.org/10.1080/01443410.2017.1390073

Leighton, J. P., Guo, Q., Chu, M. W & Tang, W. (2018). A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes. Educational Assessment, 23(1), 1-23. https://doi.org/10.1080/10627197.2017.1411188

Merriam, S. B. (1998). Case study in education: a qualitative approach. San Francisco, California: Jossey-Bass.

Montrezor, L. H. (2016). Performance in physiology evaluation: possible improvement by active learning strategies. Adv Physiol Educ. 40, 454–457. https://doi.org/10.1152/advan.00022.2016

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

OECD. (2016). Skills Studies. https://www.oecd.org/skills/

Paufler, N. A., King, K. M., & Zhu, P. (2020). Delivering on the Promise of Support for Growth? Evaluator Perceptions of a New State Teacher Evaluation System. Journal of Educational Supervision, 3(2). https://doi.org/10.31045/jes.3.2.3

Rani Elwy, A., Wasan, A. D., Gillman, A. G, Johnston, K. L, Dodds, N., McFarland, C., & Greco, G. C. (2020). Using formative evaluation methods to improve clinical implementation efforts: Description and an example. Psychiatry Research, 283, 112-532, https://doi.org/10.1016/j.psychres.2019.112532.

Romero-Martín, R., Fraile-Aranda, A., López-Pastor V.M., & Castejón-Oliva, F. J. (2014). The relationship between formative assessment systems, academic performance and teacher and student workloads in higher education. Journal for the Study of Education and Development, 37(2), 310-341. https://doi.org/10.1080/02103702.2014.918818

Ryan, S., Scout, B., Freeman, H., & Patel, D. (2000). The Virtual University. Kogan Page.

Sá, M. J., & Serpa, S. (2020). COVID-19 and the promotion of digital competences in education. COVID-19 y la promoción de las competencias digitales en educación. Universal Journal of Educational Research, 8(10), 4520– 4528. https://doi.org/10.13189/ujer.2020.081020

Salmon, S., Taillieu, T. L., Fortier, J., Stewart-Tufescu, A., & Afifi, T. O. (2022). Pandemic-related experiences, mental health symptoms, substance use, and relationship conflflict among older adolescents and young adults from Manitoba, Canada. Psychiatry Research, 311, 114495. https://doi.org/10.1016/j.psychres.2022.114495

Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., & Hernández, À. (2019). Didactic Strategies to Promote Competencies in Sustainability. Sustainability, 11(7), 2086. https://doi.org/10.3390/su11072086

Tomasik, M. J., Helbling, L. A., & Moser, U. (2021). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland. International Journal of Psychology, 56(4), 566–576. https://doi.org/10.1002/ijop.12728

Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Computers & Education, 41(1), 87-103. https://doi.org/10.1016/S0360-1315(03)00031-9

Urhahne, D. (2015). Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and Teacher Education, 45, 73-82. https://doi.org/10.1016/j.tate.2014.09.006

Viñoles-Cosentino, V., Esteve-Mon, F. M., Llopis-Nebot, M. Ángeles, & Adell-Segura, J. (2021). Validación de una plataforma de evaluación formativa de la competencia digital docente en tiempos de Covid-19. RIED-Revista Iberoamericana De Educación a Distancia, 24(2), 87–106. https://doi.org/10.5944/ried.24.2.29102

Walvoord, B. E. (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Jossey-Bass.

Yildiz, E. (2020). Investigation of Factors Affecting the Sense of Community of Distance Education Learners in Online Learning Environments. Journal of Qualitative Research in Education, 8(1), 180–205. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.9m

Zi, Y., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, 101-118. https://doi.org/10.1016/j.stueduc.2022.101183


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493