Students' Interpretation of Formative Assessment Feedback: Three Claims for Why We Know so Little about Something so Important

Autor/in	Leighton, Jacqueline P.
Titel	Students' Interpretation of Formative Assessment Feedback: Three Claims for Why We Know so Little about Something so Important
Quelle	In: Journal of Educational Measurement, 56 (2019) 4, S.793-814 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12237
Schlagwörter	Elementary Secondary Education; Formative Evaluation; Feedback (Response); Student Attitudes; Comprehension; Evaluation Methods; Change Strategies + Suchen Sie Ihr Suchwort? Schülerverhalten; Verstehen; Verständnis; Lösungsstrategie
Abstract	If K-12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students' interpretation of formative assessment feedback. The three claims are as follows. First, there is little systematic research of K-12 students' interpretations of feedback. Systematic research requires gathering substantive evidence of students' cognitive and emotional processes using psychological methods and tools. Second, there is an overemphasis on the external assessment process at the expense of uncovering learners' internal reasoning and emotional processes. This overemphasis may be due to vestiges of behavioral approaches and lack of training in social cognitive methods. Third, there are psychological tools such as the clinical interview, pioneered by Piaget and used by psychologists to "enter the child's mind," which may be helpful in uncovering students' interpretation of feedback and associated behavioral responses. If the purpose of formative assessment is to change student learning, and feedback is delivered as a conduit to help with this long-term change, understanding students' interpretation of feedback plays a central role in the validity of the process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01