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

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.