Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects

By Sarah Gielen, Filip Dochy, S. Dierick. 2003

127 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/fe14cdcb96ccfa8b225ec169e54eff5feb86115d

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In Management Science and Operations Research

Citations in the corpus

A five-dimensional framework for authentic assessment (2004, background): “…needs to be assessed, (b) the content of an assessment ETR&D, Vol. 52, No. 3 involves authentic tasks that represent real-life solve the problem in real life are also required by the assessment task (Gielen et al., 2003 measuring competencies than so-called objec-tive or traditional tests have.”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “The way students prepare themselves for an assessment depends on how they perceive the assessment (before, during and after the assessment), and these effects can have either positive or negative inﬂuences on learning (Boud 1990; Gielen et al. 2003; Nevo 1995).”
Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “... used to indicate what we call “strategy adaptation.” One reason for this attention is that this kind of strategy adaptation is a crucial condition for the use of tests as “learning tools.” That is, only when students are capable of adapting learning strategies to task demands can the teacher use”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “consider this a key quality of assessment and regard it as the ‘consequential validity’ of assessment (Gielen et al., 2003).”
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues (2008, background): “Similarly, Boud (2000, p. 155) argues that ‘there is no point having a reliable summative assessment system if it inhibits the very learning which it seeks to certify.” Gielen et al. (2003, p. 46) refer to the very useful idea of “the consequential validity of assessment” as its “alignment with th”
The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes (2008, unknown): “authentic (Boud, 1990, 1995; Dierick & Dochy, 2001; Gielen, Dochy, & Janssen, 2003;”
Goals of peer assessment and their associated quality concepts (2011, background): “Whereas in the past we have seen assessment primarily as a means to measure the achievement of goals, and thus for certification and selection, there is now a belief that the potential goals of assessment are much wider and impinge on all stages of the learning process, and even beyond that (Gielen,”
Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies (2005, background): “In this respect, Gielen, Dochy and Dierick (2003) refer to the pre-assessment effect: students’ expectations of assessment influence the way in which they approach their learning.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…studies addressed the reverse elationship, i.e. the pre-assessment or backwash effect of assessment on learning, according to which the student anticipates he perceived assessment requirements and as a consequence changes his approach to learning to meet these requirements Gielen et al., 2003).”