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Assessment perspectives of low-achieving students: A systematic literature reviev
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Purpose:

Although student perspectives are crucial for understanding their experiences of assessments, they have not been investigated to the same extent as other stakeholders’. In particular, the views of low-achieving students are seldom examined. Therefore, this study aimed to enhance knowledge regarding low-achieving students’ assessment experiences. 

Design/Approach/Methods:

A total of 646 peer-reviewed studies were identified through searches in the ERIC, ERC, and Web of Science databases. The PRISMA 2020 statement guided the study. Nine studies were included. A descriptive analysis was conducted, followed by an analysis of the studies found at three grade levels. Prominent factors for understanding low-achieving students’ perspectives were identified using thematic analysis. 

Findings:

There is a gap in research on how low-achieving students experience assessment. Several factors were found: higher levels of anxiety, enhancing the assessment situations, and designing assessments to better support low-achieving students’ in exhibiting their knowledge. Students’ involvement in designing assessments and strategies to cope with stress can enhance their outcomes. 

Originality/Value:

This study conducted a focused literature review of studies on low-achieving students’ perspectives of educational assessments, a topic that has been under-investigated. Understanding low-achieving students’ perspectives of assessments can be used in the design, implementation, and evaluation of assessments.

Keywords [en]
assessment, low achieving, school settings, student experiences, systematic review
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-56256OAI: oai:DiVA.org:mau-56256DiVA, id: diva2:1720325
Funder
Swedish Research Council, 2017-06039
Note

Artikeln är under review.

Available from: 2022-12-19 Created: 2022-12-19 Last updated: 2023-01-16Bibliographically approved
In thesis
1. Från mäta till möta: elevers och lärares uppfattningar och erfarenheter av klassrumsbedömning
Open this publication in new window or tab >>Från mäta till möta: elevers och lärares uppfattningar och erfarenheter av klassrumsbedömning
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Purpose: This dissertation aims to study how different artefacts used to assess students’ knowledge are perceived by students and teachers. A particular focus is directed towards assessment from a special educational perspective. Two research questions were posed: 1. What are students’ perceptions and experiences of different assessment practices in the classroom? 2. What are teachers' perceptions and experiences of different assessment practices in the classroom?

Sub-studies: The dissertation provides a qualitative synthesis of 5 studies. Study I is a systematic research review with the aim to enhance knowledge regarding low-achieving students’ assessment experiences. Study II, directed at classroom assessment to provide information on how primary school students in Grades 2 and 5 experience classroom assessment in Swedish. Study III A aimed to contribute knowledge about teachers' perceptions of an external assessment assignment. This was, without deepening the alignment between assessment results and teaching, which Study III B aimed to focus on. Study III B is a reanalysis of part of Study III A. In Study IV, the content’s context was communication in mathematics teaching. The results revealed teachers'assessment expressions.

Theory: The theoretical starting point is sociocultural theory. The choice is based on Gipps who highlights the relationship between teaching, learning and assessment, where assessment is perceived to take place in a social context. To understand the different assessment practices that emerge in the thesis, three categories of assessment: inherent, discursive, and documentary, are used. Mediation is used as an analytical tool.

Method: The methodological approach is an interpretive perspective. All five sub-studies are qualitative. The dissertation provides a qualitative synthesis.

Results: The results reveal a difference in the perceptions and experiences about documented assessment attributed to whether, and what consequences a low score may mean for students and teachers. Discursive assessment emerges as part of teaching. Inherent assessment does not really appear in any of the substudies.

Conclusion: It is not the design of the assessment that matters for students'experience, but its contextualisation, how the meaning is mediated by the teachers rather than the assessment design. Students with special educational needs are more concerned about assessment.

Limitation: This thesis can only describe the talk of assessment but does not study the assessment itself.

Place, publisher, year, edition, pages
Malmö: Malmö University Press, 2023. p. 117
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 102
Keywords
Assessment practice, Classroom assessment, Mediation, Social cultural theory, Special Education, Qualitative synthesis
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-56229 (URN)10.24834/isbn.9789178773442 (DOI)978-91-7877-345-9 (ISBN)978-91-7877-344-2 (ISBN)
Public defence
2023-01-13, Hörsal C/Niagara, Malmö universitet, Malmö, 13:15 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2017-06039
Note

Paper I and II in dissertation as manuscript

Available from: 2022-12-19 Created: 2022-12-19 Last updated: 2024-02-28Bibliographically approved

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Sjunnesson, Helena

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