Perceptions of Finnish Upper Secondary School Students of the Assessment Practices of Their Teachers

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Abstract

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.
Original languageEnglish
JournalJournal of Teaching and Learning
Volume13 (2019)
Issue number2
Pages (from-to)23-42
Number of pages20
ISSN1492-1154
DOIs
Publication statusPublished - 7 Mar 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • ASSESSMENT LITERACY
  • KNOWLEDGE
  • FEEDBACK
  • upper secondary education
  • self assessment
  • student assessment literacy
  • assessment literacy
  • 516 Educational sciences

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