Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments
A Case Study
Bibliographic Data
| ID | 22046101 |
|---|---|
| Authors | Fidel Salas Vicente (0000-0003-0834-4425, Universitat Politècnica de València, corresponding author), Ángel Vicente Escuder (0000-0001-8425-3424, Universitat Politècnica de València), Miguel Ángel Pérez Puig (0000-0001-9343-9888, Universitat Politècnica de València), Francisco Segovia López (Universitat Politècnica de València) |
| Year | 2021 |
| Volume | 11 |
| Issue | 8 |
| Pages | 428 |
| Publication date | 2021-08-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11080428 |
| OpenAlex | W3191977166 |
| Language | EN |
| References cited | 40 |
The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment
Formative assessment · Judgement · Knowledge survey · Mathematics education · Medical education · Procrastination · Summative assessment · Syllabus · Computer Science · Education, Achievement, and Giftedness · Engineering · Innovative Teaching and Learning Methods · Medicine · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
Procrastination
Avoiding Seeking Help in the Classroom
Self-Regulated Learning and Academic Achievement
Situational and Personal Causes of Student Cheating
A meta-analytically derived nomological network of procrastination
Classroom Applications of Research on Self-Regulated Learning
Students' goal orientations and cognitive engagement in classroom activities.
Has student learning been improved by the use of online and offline formative assessment opportunities
Student perceptions of continuous summative assessment
Procrastination and Stress
The nature of procrastination
Dificultades para implementar la evaluación formativa. Revisión de literatura
| Highly cited | No |
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