Formative assessment as three-sided process in higher education
2017
Jurane-Bremane , A., Vidzeme Univ. of Applied Sciences, Valmiera (Latvia)
Adequate assessment promoting learning and growth of competence of the students is a topical problem for the 21st century higher education. Formative assessment is actually in all the levels of education, starting from the end of the last century. However, it is still not a generally accepted part of the study process. The aim of the study was to indicate ways how to change the work of lecturers in order to promote learning and growth of competence through assessment. It was theoretical study as there is so broad research base for the emergence of the new ideas. Certainly most of the research refers to lower educational levels, but it is possible to apply this approach to higher education, too. The result obtained is a theoretical model of formative assessment as three-sided process that includes self-assessment, peer assessment and assessment made by lecturer. This model integrates teaching and learning making them equal. The significance of this model is idea that formative assessment is not extra work, but a different approach to the study process that increases ownership and involvement of the students in their learning. This model was a basis point for further empirical research on formative assessment practice in the higher education of Latvia.
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