Relationship between formative assessment and educational goals in higher education
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Date
2022
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UMT Lahore
Abstract
This study examines students' perception of formative assessment activities used by students in the classroom. The aim of this study is to explore students' perception of formative assessment in achieving educational goals of students. The methodology used in this study is statistical. It is a quantitative research method by nature. Undergraduate students from both public and private Lahore universities made up the student sample population, and a random sample of 350 undergraduates was drawn. This sample includes 151 males as well as 199 female university students. Both formative assessment as well as achieving educational goals of students were measured using a tool adapted from the research literature. The instrumentation consists of 35 separate parts. The instruments are split into two portions: the first component gathers data on formative assessment, and the second component of the instrument gathers information about students achieving the educational goals.
The data was analyzed through SPSS, and the tests include both descriptive and inferential statistics. The tool employs a 5-Point Likert scale with strongly agree and strongly disagree as the extremes. The researcher had asked for demographic data such as university level, gender, subject, and semester. The acquired data was analyzed using T-test, one-way and two-way ANOVA, descriptive statistics, and correlation. Factor analysis was done to reveal the result, and validity and reliability of the instrument were also analyzed. Moreover, results revealed there was no significant difference between university level, genders, subject, and semesters. The results found that the students perceive a lack of formative assessment practice in themselves, and they also perceive a lack of achieving learning goals. The students believe they have not had enough experience with formative assessment across all criteria. In this study, the common solution that can be used to resolve this is that with the use of formative assessment, teachers may better gauge their students' progress throughout the learning process. Rather than having the instructor take center stage, the focus is on the students. To help their students in learning, teachers should be aware of the methods that are and are not effective and be open to trying new approaches to instruction.