Is current formative assessment still relevant in turning students into deep learners?

Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students' perception on the appropriateness of the assessment activities...

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Bibliographic Details
Published in:TEM Journal
Main Author: Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
Format: Article
Language:English
Published: UIKTEN - Association for Information Communication Technology Education and Science 2019
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062876066&doi=10.18421%2fTEM81-41&partnerID=40&md5=062fc45d3530c64c01b253a02cc58f0f
id 2-s2.0-85062876066
spelling 2-s2.0-85062876066
Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
Is current formative assessment still relevant in turning students into deep learners?
2019
TEM Journal
8
1
10.18421/TEM81-41
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062876066&doi=10.18421%2fTEM81-41&partnerID=40&md5=062fc45d3530c64c01b253a02cc58f0f
Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students' perception on the appropriateness of the assessment activities in developing soft skills of a management accounting subject at a public university in Malaysia. 420 usable questionnaires were collected out of 686 distributed to fourth semester students taking the said subject. Descriptive statistics and Mann-Whitney U test were conducted to achieve the objective. Results revealed that students did not benefit much from test or quiz implying that such assessment does not turn students into deep learners as expected. On the other hand, group work and presentation do contribute to the development of soft skills. However, findings should not be generalized to other subjects. © 2019 Noor Liza Adnan et al.
UIKTEN - Association for Information Communication Technology Education and Science
22178309
English
Article
All Open Access; Hybrid Gold Open Access
author Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
spellingShingle Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
Is current formative assessment still relevant in turning students into deep learners?
author_facet Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
author_sort Adnan N.L.; Sallem N.R.M.; Muda R.; Wan Abdullah W.K.
title Is current formative assessment still relevant in turning students into deep learners?
title_short Is current formative assessment still relevant in turning students into deep learners?
title_full Is current formative assessment still relevant in turning students into deep learners?
title_fullStr Is current formative assessment still relevant in turning students into deep learners?
title_full_unstemmed Is current formative assessment still relevant in turning students into deep learners?
title_sort Is current formative assessment still relevant in turning students into deep learners?
publishDate 2019
container_title TEM Journal
container_volume 8
container_issue 1
doi_str_mv 10.18421/TEM81-41
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062876066&doi=10.18421%2fTEM81-41&partnerID=40&md5=062fc45d3530c64c01b253a02cc58f0f
description Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students' perception on the appropriateness of the assessment activities in developing soft skills of a management accounting subject at a public university in Malaysia. 420 usable questionnaires were collected out of 686 distributed to fourth semester students taking the said subject. Descriptive statistics and Mann-Whitney U test were conducted to achieve the objective. Results revealed that students did not benefit much from test or quiz implying that such assessment does not turn students into deep learners as expected. On the other hand, group work and presentation do contribute to the development of soft skills. However, findings should not be generalized to other subjects. © 2019 Noor Liza Adnan et al.
publisher UIKTEN - Association for Information Communication Technology Education and Science
issn 22178309
language English
format Article
accesstype All Open Access; Hybrid Gold Open Access
record_format scopus
collection Scopus
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