FORMATIVE LEARNING ASSESSMENT IN THE CONTEXT OF COVID 19 PANDEMIC: A RESEARCH FROM THE PERCEPTIONS OF UNIVERSITY STUDENTS IN PERU
1 Universidad María Auxiliadora (PERU)
2 Pontificia Universidad Católica del Perú (PERU)
About this paper:
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Abstract:This study explores the perceptions and expectations regarding formative assessment in 127 university students (105 women and 22 men) at the end of their first semester (virtual education). These students belonged to the faculties of health sciences and administration of a private university (of a social nature due to its low costs) located in a district with high poverty rates in the city of Lima (Peru). It is worth mentioning that this university regularly provides face-to-face training and, for reasons of the Covid 19 pandemic, had to switch exceptionally to virtual teaching. The formative assessment is a permanent process interested in knowing the strengths and weaknesses with the intention of providing feedback on teaching and learning; in the search for all students to learn. Thus, teachers, given the need to make the best decisions to favor student learning, must support their evaluative practices in performance tests and in opposition to multiple-choice tests. A virtual and anonymous questionnaire was elaborated and provided to the students who participated in the study; it was answered voluntarily under informed consent. The results show that students had to answer the most answer selection tests (87.7%) followed by developmental or writing tests (69.8%). Also, students mentioned answering cases to a lesser extent (46.8%). On the other hand, 65.9% of the subjects stated that they had to respond to tests characterized as a mixture of memorizing and analyzing ("thinking") tests. In this research we found a paradox with respect to the tests: the students prefer multiple-choice tests (57.1%) and, at the same time, they consider that these are not the most appropriate for their training, but rather developmental tests (65.1%). Finally, the analyses indicated to us the existence of low to medium feedback from teachers. A final reflection is offered on the need to safeguard the practice of formative assessment; which in these pandemic times could be threatened by the abuse of multiple-choice tests.
Keywords: Formative assessment, feedback, developmental test, multiple-choice test.