Abstract

This study investigates the perceptions of teachers and students toward formative assessment (FA) in higher education settings. The researchers developed a four-construct perception scale, namely self-assessment, interactive formal assessment, in-class diagnostic assessment, and subjective assessment. Data were collected from 216 participants—91 teachers and 125 students. The findings demonstrated that both teachers and students have identically perceived interactive and in-class diagnostic assessments. Nonetheless, they distinctively perceived self-assessment and subject performance assessment demonstrating a significant difference. The students reported self-assessment greater than the teachers, whereas they perceived the subject-performance assessment lower compared to the teachers. The findings suggest that English as a foreign language (EFL) or English as a second language (ESL) learners benefit from formative assessment if teachers evaluate students’ progress based on their own development rather than being evaluated in comparison to other students’ development.

摘要

本研究调查了高等教育环境中教师和学生对形成性评估 (FA) 的看法。研究人员开发了一个四结构感知量表，即自我评估、交互式正式评估、课堂诊断评估和主观评估。数据来自 216 名参与者——91 名教师和 125 名学生。研究结果表明，教师和学生都对交互式和课堂诊断评估具有相同的感知。尽管如此，他们明显地认为自我评估和科目绩效评估表现出显着差异。学生报告的自我评估高于教师，而他们认为学科绩效评估低于教师。