Publicação
Formative Assessment in the Digital Age: The Perspectives of a Group of Secondary School Students
| Resumo: | 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. |
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| Autores principais: | Casanova, Maria Prazeres |
| Outros Autores: | Rocha, Ana Paula; Amante, Lúcia; Oliveira, Isolina |
| Assunto: | avaliação formativa digital processos avaliativos dimensões da avaliação formativa evaluación formativa digital procesos evaluativos dimensiones de la evaluación formativa digital formative assessment assessment processes dimensions of formative assessment |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | 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. |
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