Student perspectives on assessment for learning

ABSTRACT

Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers’ knowledge, skills, and practices, with few studies examining students’ responses to an AfL pedagogical approach. The purpose of this research was to focus directly on students’ perspectives on their use and value of AfL approaches through a survey of 1079 K–12 students and portfolio-based interviews with 12 purposefully selected students. Survey data were analyzed through descriptive and inferential statistics across grade levels. Interview data were analyzed using standard thematic coding processes. Students most frequently used and valued teacher feedback and success criteria to support their learning. Peer feedback was the least valued AfL approach for all students. Some significant differences between grade levels were noted. Our results suggest that using AfL approaches is a learned behaviour; students need to be explicitly taught about AfL concepts, terminology, and use over time. This study also highlights that AfL implementation requires sustained focus, research, and support in schools and classrooms for students to value and fully benefit from assessment-based teaching.

KEYWORDS:

• Assessment for learning
• formative assessment
• student learning
• classroom assessment

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christopher DeLuca

Christopher DeLuca is an associate professor in Educational Assessment at the Faculty of Education, Queen's University. His research examines the complex intersections of curriculum, pedagogy, and assessment as operating within evolving frameworks of educational accountability and standards-based teaching and learning. His work focuses primarily on developing and enhancing educators' assessment capacity to better support positive student learning experiences and achievement outcomes.

Allison E. A. Chapman-Chin

Allison Chapman-Chin is an assessment specialist and works at the Council of Ministers of Education, Canada. Her research interests include assessment for learning in secondary education, mathematics education, and the role and value of large-scale assessment data on student learning.

Danielle LaPointe-McEwan

Danielle LaPointe-McEwan is a PhD candidate in the Faculty of Education, Queen's University. Her research interests include supporting evidence-informed professional learning in K-12 organizations and networks.

Don A. Klinger

Don A. Klinger is a professor and associate dean of graduate studies and research in the Faculty of Education, Queen's University. His research focusses on the productive use of assessment data to inform policy and educational decisions. He has most recently been the lead author on the Classroom Assessment Standards, published on behalf of the Joint Committee for Standards on Educational Evaluation (JCSEE).