Formative Assessment in the Digital Age: The Perspectives of a Group of Secondary School Students

• Author(s): Casanova, Maria Prazeres ; Rocha, Ana Paula ; Amante, Lúcia ; Oliveira, Isolina
• Date: 2024
• Origin: Indagatio Didactica
• Document Type: Journal article
• Language: Portuguese

Description

Formative assessment is an ongoing process that occurs alongside teaching and learning to provide feedback and guide improvement. It plays a crucial role in promoting the regulation of both teaching and learning, and recent studies have highlighted the potential of digital technologies to facilitate this process. However, the effective use of digital technologies for formative assessment presents challenges for both teachers and students. It requires all stakeholders to possess the necessary skills to leverage these technologies in the development of new pedagogies that are aligned with students' learning needs. This study employs an action research methodology to investigate the impact of digital formative assessment on student learning. The study aims to establish a dialogue between theory and practice in this area, generating contextualized and relevant knowledge. The fieldwork was conducted in a secondary school with a group of 10th-grade students. The students were chosen based on the group of their teachers, who were provided with a training workshop on implementing assessment practices in digital environments. The analysis of the collected data, which included both quantitative and qualitative elements, revealed the students' perspectives on how digital formative assessment contributes to improving the quality of learning, particularly when processes prioritize cooperation and interactivity among participants. This article focuses on identifying how the dimensions of digital assessment culture were integrated into assessment practices and the strategies that students considered most useful for their learning.

Formative assessment is an ongoing process that occurs alongside teaching and learning to provide feedback and guide improvement. It plays a crucial role in promoting the regulation of both teaching and learning, and recent studies have highlighted the potential of digital technologies to facilitate this process. However, the effective use of digital technologies for formative assessment presents challenges for both teachers and students. It requires all stakeholders to possess the necessary skills to leverage these technologies in the development of new pedagogies that are aligned with students’ learning needs. This study employs an action research methodology to investigate the impact of digital formative assessment on student learning. The study aims to establish a dialogue between theory and practice in this area, generating contextualized and relevant knowledge. The fieldwork was conducted in a secondary school with a group of 10th-grade students. The students were chosen based on the group of their teachers, who were provided with a training workshop on implementing assessment practices in digital environments. The analysis of the collected data, which included both quantitative and qualitative elements, revealed the students’ perspectives on how digital formative assessment contributes to improving the quality of learning, particularly when processes prioritize cooperation and interactivity among participants. This article focuses on identifying how the dimensions of digital assessment culture were integrated into assessment practices and the strategies that students considered most useful for their learning.

La evaluación formativa se desarrolla a la par de los procesos de enseñanza, promoviendo la regulación tanto de la enseñanza como del aprendizaje. Los estudios han demostrado cómo la mediación de las tecnologías digitales facilita la evaluación formativa y el aprendizaje de los alumnos. Sin embargo, esto también presenta desafíos para profesores y alumnos. Se requiere que los diversos actores educativos posean las habilidades necesarias para favorecer el uso de las tecnologías digitales en el desarrollo de nuevas pedagogías, considerando las necesidades formativas de los alumnos. En este estudio, se sigue una metodología de investigación-acción para evaluar el impacto de la evaluación formativa digital en el aprendizaje de los alumnos y establecer un diálogo entre la teoría y la práctica de la evaluación formativa digital que permita generar conocimiento contextualizado y relevante. El trabajo de campo se realizó en una escuela secundaria con un grupo de alumnos de décimo año. La clase fue elegida en función de su grupo de profesores, a quienes se les brindó un taller de formación para la implementación de prácticas evaluativas en entornos digitales. El análisis de los datos recogidos, de naturaleza cuantitativa y cualitativa, evidenció la perspectiva que los alumnos presentaron sobre cómo la evaluación formativa digital contribuye a mejorar la calidad del aprendizaje, especialmente cuando los procesos privilegian la cooperación y la interactividad entre los participantes. En este artículo, nos centramos en el objetivo de identificar cómo las dimensiones de la cultura de evaluación digital se integraron en las prácticas evaluativas y qué estrategias los alumnos consideraron de mayor utilidad para su aprendizaje.

A avaliação formativa desenvolve-se a par dos processos de ensino promovendo a regulação do ensino e da aprendizagem. Os estudos têm vindo a demonstrar como a mediação das tecnologias digitais facilita a avaliação formativa e a aprendizagem dos alunos. Não obstante, coloca desafios a professores e a alunos. Estes pressupõem que os diversos atores educativos possuam skills que favoreçam o uso de tecnologias digitais no desenvolvimento de novas pedagogias, considerando as necessidades formativas dos alunos. No estudo aqui apresentado, seguimos uma metodologia de investigação-ação para aferir o impacto da avaliação formativa digital, na aprendizagem dos alunos, e estabelecer um diálogo entre a teoria e a prática da avaliação formativa digital que permitisse gerar conhecimento contextualizado e relevante. O trabalho de campo foi realizado numa escola secundária, tendo como participantes um grupo de alunos a frequentar o décimo ano. Esses alunos foram escolhidos em função do seu grupo de professores a quem foi proporcionada uma oficina de formação para a implementação de práticas avaliativas em ambientes digitais. A análise dos dados recolhidos, de natureza quantitativa e qualitativa, evidenciou a perspetiva dos alunos sobre a forma como a avaliação formativa digital contribui para melhorar a qualidade das aprendizagens, especialmente, quando os processos privilegiam a cooperação e a interatividade entre os intervenientes. No presente artigo centramo-nos no objetivo de identificar o modo como as dimensões da cultura de avaliação digital foram integradas nas práticas avaliativas e quais as estratégias que os alunos consideraram de maior utilidade para a sua aprendizagem.