Self-Positions in student teachers’ perceptions of assessment
Bibliographic Data
| ID | 19378043 |
|---|---|
| Authors | Luis Medina Gual (0000-0002-6783-606X, Direction of Educational Innovation, Universidad Iberoamericana, corresponding author), Carles Monereo (0000-0001-7447-985X, Universitat Autonòma de Barcelona) |
| Year | 2025 |
| Volume | 50 |
| Issue | 5 |
| Pages | 694-704 |
| Publication date | 2025-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2025.2452344 |
| OpenAlex | W4406573695 |
| Language | EN |
| References cited | 20 |
Assessment in higher education is crucial for learning and has been widely studied. However, students’ direct perceptions based on freely formulated narratives have rarely been studied. The present study used a mixed-method design to explore the assessment experiences of 135 student teachers between 2020 and 2024. Initially, emerging categories were identified from the narratives, and a categorisation exercise was developed with seven main dimensions and 247 subcategories. Polarities were then defined as contrasts in students’ positions, such as learning versus grading, intrinsic versus extrinsic motivation, and high versus no emotional impact. The findings underline the importance of characterising these polarities to understand how students perceive assessment, contributing to their assessment literacy. Dialogical self-theory was used to analyse the tensions between the different positions, showing how these evolve according to their experiences. Although categories and polarities are valuable tools, gaps in emerging digital practices are identified, suggesting the need for future research
Mathematics education · Medical education · Pedagogy · Perception · Educator Training and Historical Pedagogy · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Testing Times
Narrative Inquiry
The Construction and Reconstruction of a Dialogical Self
Fostering student agency and motivation
Re-envisioning pre-service teachers’ beliefs and feelings about assessment
How does assessment drive learning? A focus on students’ development of evaluative judgement
First-year students’ appraisal of assessment tasks
Assessment literacy and student learning
Designing assessment for inclusion
Development and evaluation of two interventions to improve students’ reflection on feedback
Exploring formative assessment as a tool for learning
Dialogical Self Theory and the increasing multiplicity of I-positions in a globalizing society
The Teachers’ Assessment Knowledge and Practice
Testing Testing
| Citation velocity | historical |
|---|---|
| Highly cited | No |