Background: The concept of "assessment for learning" has been widely defined as a form of assessment that facilitates students' learning. In an undergraduate setting, the concept is mostly applied on formative assessment as a form of repeated measurement followed by direct feedback. This study aims to explore the student's and teacher's perspectives about undergraduate formative assessment. Methods: We conducted a qualitative study with a phenomenological approach. Data collection saturated in six FGDs (N=44) from undergraduate students, two FGDs (N=15), followed by five in-depth interviews of teachers. The data transcripts were categorized and determined to the themes from teachers and students and a contested themes from teachers and students. Results: The subthemes interpreted from students such as (1) high concern on final scores, (2) no impact for next learning activities, (3) negative feedback is accepted as a consequence, (4) instructive feedback and explanation of material are preferable. The subthemes interpreted from teachers namely: (1) difficulty in determining individual scores; (2) students always need guidance; (3) feedback delivered related to the mastery of content. Finally, we interpreted the contested themes from students and teachers, namely (1) A "summative perception" of formative assessment, 2) The hierarchical relationships in providing feedback, and 3) The "teacher-centered" feedback delivery. Conclusion: We found that the contested perspective of students and teachers represents the score-based mindset as well as hierarchical and teacher-centered feedback in the Indonesian context of undergraduate formative assessment. Further research should be considered in the adaptation of a new paradigm in formative assessment.
{"title":"Contested Perspective from Undergraduate Students and Teachers on Formative Assessment: A Qualitative Study","authors":"S. M. Sari, Kertamaya Sundawan","doi":"10.31098/CPMHS.V1I1.264","DOIUrl":"https://doi.org/10.31098/CPMHS.V1I1.264","url":null,"abstract":"Background: The concept of \"assessment for learning\" has been widely defined as a form of assessment that facilitates students' learning. In an undergraduate setting, the concept is mostly applied on formative assessment as a form of repeated measurement followed by direct feedback. This study aims to explore the student's and teacher's perspectives about undergraduate formative assessment. \u0000Methods: We conducted a qualitative study with a phenomenological approach. Data collection saturated in six FGDs (N=44) from undergraduate students, two FGDs (N=15), followed by five in-depth interviews of teachers. The data transcripts were categorized and determined to the themes from teachers and students and a contested themes from teachers and students. \u0000Results: The subthemes interpreted from students such as (1) high concern on final scores, (2) no impact for next learning activities, (3) negative feedback is accepted as a consequence, (4) instructive feedback and explanation of material are preferable. The subthemes interpreted from teachers namely: (1) difficulty in determining individual scores; (2) students always need guidance; (3) feedback delivered related to the mastery of content. Finally, we interpreted the contested themes from students and teachers, namely (1) A \"summative perception\" of formative assessment, 2) The hierarchical relationships in providing feedback, and 3) The \"teacher-centered\" feedback delivery. \u0000Conclusion: We found that the contested perspective of students and teachers represents the score-based mindset as well as hierarchical and teacher-centered feedback in the Indonesian context of undergraduate formative assessment. Further research should be considered in the adaptation of a new paradigm in formative assessment.","PeriodicalId":142358,"journal":{"name":"RSF Conference Proceeding Series: Medical and Health Science","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132020496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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