Abstract
Traditionally and within theoretical approaches, examiner’s report on courses at final exam in the universities consists of two components: firstly, there is a summative assessment where a judgment is made on a thesis that has met the standards established by the discipline for the award of the degree; second there is a conception about the development and the formative aspects of the exam, where examiners provide feedback to assist the students to improve their learning tasks. The main objective of this paper is to determine if periodically exams ‘students are primarily assessment or feedback? In this paper it is used feedback term referring on the trajectory of professor-student reports, in an effort to distinguish it clearly a summative assessment form. The small-scale study of four examiner’s reports aimed to identify the nature of them and whether the reports provided are primarily summative assessment or feedback
References
- Clynes, M. P., Reftery, S. E. C. (2008). Feedback: an essential element of student learning in clinical practice. Nurse Education in Practice, 8, 405-411
- Clynes, M. (2008). Providing feedback on clinical performance to student’s nurses in children’s nursing: challenges facing preceptors. Journal of children’s and young people’s nursing 2(1), 29-35
- Dohrenwend, A. (2002). Serving up the feedback sandwich. Family Practice Management 9 (10), 43- 49
- Eraut, M. Feedback. Learning in health and social care 5 (3), 111-118
- Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ leraning. Learning and teaching in higher education, 13-29, Retrieved on 11 December 2013 from http://resources.glos.ac.uk
- Jerome, P.J. (1995). Coaching through effective feedback, Kogan, London
- Kiley, M. (2009). You don’t want a smart Alec’: Selecting examiners to assess doctoral dissertations. Studies in higher education, 34(8), 889-903
- Koh, L.C. (2007). Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Education in practice.doi:10.1016/j.nepr.2007.08.00
- Kumar, V., Stracke, E. (2011). Examiner’s reports in theses: feedback or assessment? Journal of English for Academic Purposes 10(2011)211-222
- Rowntree, D. (1987) Assessing Students: How Shall We Know Them? Kogan, London
- Russel, T. (1994). Effective feedback skills, Kogan, London
- Sadler, D.T. (1989). Formative assessment and the design of the instructional systems. Instructional Science, 18, 119-144
- Young, P. (2000). I might as well give up: self- esteem and mature students feelings about feedback on assignments. Journal of Further and Higher Education 24(3), 409-418
- Wiggins, G. P. (1998). Educative assessment. Designing assessment to inform and improve student performance, Jossey- Bass, San Francisco.
Measures of Transforming the Summative Assessment in Formative Assessment in Students Activities Evaluation at Constanta Maritime University
Abstract
Traditionally and within theoretical approaches, examiner’s report on courses at final exam in the universities consists of two components: firstly, there is a summative assessment where a judgment is made on a thesis that has met the standards established by the discipline for the award of the degree; second there is a conception about the development and the formative aspects of the exam, where examiners provide feedback to assist the students to improve their
learning tasks. The main objective of this paper is to determine if periodically exams ‘students are primarily assessment or feedback? In this paper it is used feedback term referring on the trajectory of professor-student reports, in an effort to distinguish it clearly a summative assessment form.The small-scale study of four examiner’s reports aimed to identify the nature of them and whether the reports provided are primarily summative assessment or feedback.
Keywords
References
- Clynes, M. P., Reftery, S. E. C. (2008). Feedback: an essential element of student learning in clinical practice. Nurse Education in Practice, 8, 405-411
- Clynes, M. (2008). Providing feedback on clinical performance to student’s nurses in children’s nursing: challenges facing preceptors. Journal of children’s and young people’s nursing 2(1), 29-35
- Dohrenwend, A. (2002). Serving up the feedback sandwich. Family Practice Management 9 (10), 43- 49
- Eraut, M. Feedback. Learning in health and social care 5 (3), 111-118
- Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ leraning. Learning and teaching in higher education, 13-29, Retrieved on 11 December 2013 from http://resources.glos.ac.uk
- Jerome, P.J. (1995). Coaching through effective feedback, Kogan, London
- Kiley, M. (2009). You don’t want a smart Alec’: Selecting examiners to assess doctoral dissertations. Studies in higher education, 34(8), 889-903
- Koh, L.C. (2007). Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Education in practice.doi:10.1016/j.nepr.2007.08.00
- Kumar, V., Stracke, E. (2011). Examiner’s reports in theses: feedback or assessment? Journal of English for Academic Purposes 10(2011)211-222
- Rowntree, D. (1987) Assessing Students: How Shall We Know Them? Kogan, London
- Russel, T. (1994). Effective feedback skills, Kogan, London
- Sadler, D.T. (1989). Formative assessment and the design of the instructional systems. Instructional Science, 18, 119-144
- Young, P. (2000). I might as well give up: self- esteem and mature students feelings about feedback on assignments. Journal of Further and Higher Education 24(3), 409-418
- Wiggins, G. P. (1998). Educative assessment. Designing assessment to inform and improve student performance, Jossey- Bass, San Francisco.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 11, 2015 |
| Published in Issue | Year 2015 Volume: 5 Issue: 1 |
