Formative Assessment Conceptualizations in Higher Education: Thematic Analysis Results
https://doi.org/10.31992/0869-3617-2021-30-11-96-109
Abstract
Although assessment is integral to education, it is quite uncommon to be a focal point of complex educational innovations. Unlike schools, which employ a range of continuous formative assessment procedures, universities commonly rely on summative methods that are likely to be discrete and reluctant to students’ needs and experiences. Based on the study of 20 foreign and Russian research papers, this article analyzes the formative assessment practices that are found to be employed in universities. The analysis provides the results that shows the gaps between formative assessment concepts employed by Russian and English-writing authors. The study concludes that the two conceptualizations differ most prominently in how formativesummative procedures are divided, the formative feedback is accomplished, and participativity is provided.
About the Authors
I. V. Nikitin
Moscow City University; Eurasian Association for Educational Assessment
Russian Federation
Russian Federation
Ivan V. Nikitin – Expert of the Laboratory for the Assessment of Professional Competencies and Adult Development of the Institute of Urban Studies and Global Education; Executive secretary
14, Panferova str., Moscow, 119261, Russian Federation
21, Novyi Arbat str., Moscow, 119019, Russian Federation
A. K. Belolutskaya
Moscow City University
Russian Federation
Russian Federation
Anastasia K. Belolutskaya – Cand. Sci. (Psychology), Head of the Laboratory for the Assessment of Professional Competencies and Adult Development of the Institute of Urban Studies and Global Education
14, Panferova str., Moscow, 119261, Russian Federation
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