Contested Perspective from Undergraduate Students and Teachers on Formative Assessment: A Qualitative Study

Authors

  • Sylvia Mustika Sari Department of Medical Education, Faculty of Medicine Universitas Jenderal A.Yani
  • Kertamaya Sundawan Department of Medical Education, Faculty of Medicine Universitas Jenderal A.Yani

DOI:

https://doi.org/10.31098/cpmhs.v1i1.264

Keywords:

assessment, formative, undergraduate, qualitative

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. 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.

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Published

2021-09-23

How to Cite

Sari, S. M. ., & Sundawan, K. . (2021). Contested Perspective from Undergraduate Students and Teachers on Formative Assessment: A Qualitative Study. RSF Conference Proceeding Series: Medical and Health Science, 1(1), 25–33. https://doi.org/10.31098/cpmhs.v1i1.264