Students’ and Teachers’ Perceptions on Formative Assessment and Teacher Feedback

Abstract

Abstract Formative assessment and teacher feedback are both considered important in higher education. The formative assessment cycle facilitates implementing formative assessment, but teachers struggle with the fifth step in which follow-up actions lead to adaption in education and learning (Gulikers & Baartman, 2017). Comparative studies to students' and teachers' perceptions seem rare. This study compared perceptions of both on formative assessment strategies (Black & Wiliam, 2009, 2018) and teachers' feedback. In total 748 students (Mage = 21.52, SDage = 2.18, age range: 17-39) and 75 teachers (Mage = 45.97, SDage = 10.16, range = 26-64) of the Dutch Associate degree faculty of Avans University of Applied Sciences participated. The study found no significant differences in perceptions on formative assessment strategies but found significant differences in teachers' feedback. Teachers' scored higher in their perceptions of teachers' feedback than students. Sharing learning goals and criteria for success, expectations and the division of roles between the student, peers, and teachers, and how to value and process feedback seemed the most important differences. To conclude, the gap in perceptions needs to reduce before teachers' struggle with the fifth step of the formative assessment cycle can be reduced.