View in EDS

Insights in Flexible Assessment from Students' and Teachers' Perspectives: A Focus Group Study

Saved in:
Bibliographic Details
Title: Insights in Flexible Assessment from Students' and Teachers' Perspectives: A Focus Group Study
Language: English
Authors: Norbert G. C. Huyer, Jeroen Dikken, Ellen Sjoer, R. I. Hutter, Anne Venema, Peter G. Renden
Source: Higher Education Studies. 2024 14(3):73-89.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Evaluation, Evaluation Methods, Student Attitudes, Teacher Attitudes, Student Experience, Teaching Experience, Nursing Education, Barriers, Educational Improvement, Foreign Countries, Universities, Bachelors Degrees, Nursing Students
Geographic Terms: Netherlands
ISSN: 1925-4741
1925-475X
Abstract: The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440069
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1440069
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1440069
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Insights in Flexible Assessment from Students' and Teachers' Perspectives: A Focus Group Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Norbert+G%2E+C%2E+Huyer%22">Norbert G. C. Huyer</searchLink><br /><searchLink fieldCode="AR" term="%22Jeroen+Dikken%22">Jeroen Dikken</searchLink><br /><searchLink fieldCode="AR" term="%22Ellen+Sjoer%22">Ellen Sjoer</searchLink><br /><searchLink fieldCode="AR" term="%22R%2E+I%2E+Hutter%22">R. I. Hutter</searchLink><br /><searchLink fieldCode="AR" term="%22Anne+Venema%22">Anne Venema</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+G%2E+Renden%22">Peter G. Renden</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2024 14(3):73-89.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Education%22">Nursing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Bachelors+Degrees%22">Bachelors Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Students%22">Nursing Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1925-4741<br />1925-475X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1440069
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1440069
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 73
    Subjects:
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Nursing Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Bachelors Degrees
        Type: general
      – SubjectFull: Nursing Students
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: Insights in Flexible Assessment from Students' and Teachers' Perspectives: A Focus Group Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Norbert G. C. Huyer
      – PersonEntity:
          Name:
            NameFull: Jeroen Dikken
      – PersonEntity:
          Name:
            NameFull: Ellen Sjoer
      – PersonEntity:
          Name:
            NameFull: R. I. Hutter
      – PersonEntity:
          Name:
            NameFull: Anne Venema
      – PersonEntity:
          Name:
            NameFull: Peter G. Renden
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1925-4741
            – Type: issn-electronic
              Value: 1925-475X
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Higher Education Studies
              Type: main
ResultId 1