Formative assessment, work regulation, organization, engagement, tracking and attendance in Spanish Universities

Abstract

The Assessment Systems Scale, a 34-item questionnaire, was proven a robust, reliable and valid instrument to evaluate assessment procedures at the university level. However, the sample used to validate it was rather small, and proper validation of instruments requires testing on multiple independent samples. The current study evaluated the reliability and the validity of a reduced version, 23 items, of the instrument, as well as its interactions. Study 1 examined the validity and reliability of the reduced version of the Assessment System Scale in a large sample of Spanish university students. 3.428 students and 52 teachers from 17 different universities across Spain agreed to participate. Results showed a 3-factor structure and high internal consistency (a =.835). In Study 2 descriptive and inferential statistics showed that formative assessment significantly linked students' work regulation and organization, engagement, tracking and attendance. Students who participated in formative assessment understood how necessary was class attendance, because it favoured engagement and, as a consequence, better regulation and content integration throughout the teaching-learning process. A significant relationship was found between peer review and more effective feedback to improve task understanding. Moreover, the definition of clear assessment criteria correlated positively with individual or group work registration. Different levels of self-regulated work was found depending on the students' university degree. It seems necessary to implement formative assessment systems with tools and procedures that ensure an alternative to more traditional methodological approaches. PU - UNIV MURCIA, FAC EDUCATION PI - MURCIA PA - MIDE DEPT, CAMPUS ESPINARDO, MURCIA, SPAIN