Impact of Formative Assessment and Feedback on Higher Education
This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.
-
Formative Assessment, Feedback, Higher Education.
-
(1) Muhammad Naseer Ud Din
Associate Professor,Institute of Education & Research,Kohat University of Science & Technology, Kohat, KP, Pakistan.
(2) Waqar Un Nisa Faizi
Assistant Professor, Department of Education,Islamia College Peshawar, KP, Pakistan.
(3) Abdul Majeed Khan
Assistant Professor, Department of Education, University of Mianwali, Punjab, Pakistan.
- Al Sadaawi, A. S. (2010). Saudi national assessment of educational progress (SNAEP). International Journal of Education Policy and Leadership, 5(11).
- Al-Sadan, I. A. (2000). Educational assessment in Saudi Arabian schools. Assessment in Education: Principles, Policy & Practice, 7(1), 143-155.
- Ambusaidi, A.K.A. (2000) An investigation into fixed response ques6ons in science at secondary and ter6ary levels, Ph.D. Thesis, University of Glasgow, Glasgow.
- Bahar, M. (1999) Investigation of Biology Students' Cogni6ve Structure through Word Associated Tests, Mind Maps, and Structural Communica6on Grids, Ph.D. Thesis, University of Glasgow.
- Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press.
- Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish a formative assessment.
- in an examination culture. Assessment in Education: Principles, Policy & Practice, 18(2), 199-211.
- Biggs J.B. (2002) Aligning teaching and assessment to curriculum objec6ves. LTSN Imagina6ve Curriculum Guide IC022. [available online, free, from: ]. jisctechdis.ac.uk
- Black, P., and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Educa6on: Principles, Policy, and Prac6ce, 5 (1), 7-74.
- Blakemore, C. (1988) The Mind Machine, London: BBC Publica6on, Page 46.
- Boud, D. (1995). Assessment and learning: Contradictory or complementary? In P. Knight (Ed.), Assessment for Learning in Higher Educa5on,
- Boud, D. (2007) Reframing Assessment as if Learning Were Important, In Rethinking Assessment in Higher Educa6on: Learning for the Longer Term, edited by David Boud and Nancy Falchikov, 14-26, Abingdon: Routledge.
- Broadfoot, P., and Black, P. (2004) Redefining Assessment? The First 10 Years of Assessment in Educa6on, Assessment in Educa6on, 11(1), 7-27.
- Brooks, V. (1993) The resurgence of external examinations in Britain: a historical review, Bri6sh.
- Hargreaves, D. (2004) Learning for Life: The founda6ons of lifelong learning. Bristol: The Policy Press.
- Hargreaves, E. (2005). Assessment of learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213-224.
- Popham, W. J. (2004). Curriculum, instruction, and assessment: Amiable allies or phony friends? Teachers College Record, 106(3), 417-428.
- Popham, W. J. (2004). Why Assessment Illiteracy Is Professional Suicide. Educational leadership, 62(1), 82.
- Ramsden, P. (2003) Learning to teach in higher educa6on. London & New York: Routledge Falmer.
- Rust, C. (2002). Purposes and principles of assessment. Learning and teaching briefing papers series, 3-5.
- Segers, M., & Dochy, F. (2006). Introduction Enhancing student learning through assessment: Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32(3), 171-179.
- Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice, 44(1), 11-18.
- Suskie, L. (2009). Using assessment results to inform teaching practice and promote lasting learning. In Assessment, learning, and judgment in higher education (pp. 1-20). Springer, Dordrecht.
- Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British journal of educational studies, 53(4), 466-478.
- Ud-Din., M. N. (2015) Assessment, Moving into a new future, Monograph developed in the context of Pakistan.
- Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? Routledge.
Cite this article
-
APA : Din, M. N. U., Faizi, W. U. N., & Khan, A. M. (2018). Impact of Formative Assessment and Feedback on Higher Education. Global Social Sciences Review, III(IV), 498-514. https://doi.org/10.31703/gssr.2018(III-IV).34
-
CHICAGO : Din, Muhammad Naseer Ud, Waqar Un Nisa Faizi, and Abdul Majeed Khan. 2018. "Impact of Formative Assessment and Feedback on Higher Education." Global Social Sciences Review, III (IV): 498-514 doi: 10.31703/gssr.2018(III-IV).34
-
HARVARD : DIN, M. N. U., FAIZI, W. U. N. & KHAN, A. M. 2018. Impact of Formative Assessment and Feedback on Higher Education. Global Social Sciences Review, III, 498-514.
-
MHRA : Din, Muhammad Naseer Ud, Waqar Un Nisa Faizi, and Abdul Majeed Khan. 2018. "Impact of Formative Assessment and Feedback on Higher Education." Global Social Sciences Review, III: 498-514
-
MLA : Din, Muhammad Naseer Ud, Waqar Un Nisa Faizi, and Abdul Majeed Khan. "Impact of Formative Assessment and Feedback on Higher Education." Global Social Sciences Review, III.IV (2018): 498-514 Print.
-
OXFORD : Din, Muhammad Naseer Ud, Faizi, Waqar Un Nisa, and Khan, Abdul Majeed (2018), "Impact of Formative Assessment and Feedback on Higher Education", Global Social Sciences Review, III (IV), 498-514
-
TURABIAN : Din, Muhammad Naseer Ud, Waqar Un Nisa Faizi, and Abdul Majeed Khan. "Impact of Formative Assessment and Feedback on Higher Education." Global Social Sciences Review III, no. IV (2018): 498-514. https://doi.org/10.31703/gssr.2018(III-IV).34