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DOI

10.14221/ajte.2011v36n4.4

Abstract

Participative assessment is well established in higher education. However, students’ concerns about the appropriateness of participative assessment create resistance to successful implementation. Strategies for addressing student concerns are needed because participative assessment practices appear to improve learning outcomes. The literature lacks validated scales to measure the subjective support for participative assessment. Presented are validated scales measuring support for self- and peer-assessment, group assignments and a proposed correlate, support for a discussion-oriented classroom derived from the responses of 213 pre-service teachers (both first year under-graduates and graduates). Graduates were more supportive of self- and peer-assessment than first year undergraduates and level of support for group assignments and self-assessment were the best predictors of support for peer-assessment. The scales provide: a measure to determine student support prior to participative assessment implementation; and, systematically collected data to initiate dialogue with students about their concerns.

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Link to publisher version (DOI)

10.14221/ajte.2011v36n4.4