If students at the University of Eastern Finland got to decide on the assessment for learning and competence, they would like to receive more personal feedback on their major subject performances, such as exams or essays. A grade alone is not sufficient for the student to identify their information gaps, errors or strengths. Assessment without further feedback does not promote learning, despite the fact that it is the ultimate purpose of assessment.
This is evident in Professor of Education Päivi Atjonen’s recent study, based on surveys addressed to students and teachers at the University of Eastern Finland, in spring 2023.
The aim is to develop students’ feedback literacy
– Naturally, teacher's feedback is important to the student, and they are entitled to ask for it, especially if the student does not recognise the factors that have led to the assessment result. However, the current study on assessment does not support the idea that the feedback resulting from the assessment would be "a teacher's gift to the student". In this case, the student will only be a passive recipient of feedback, which does not improve their feedback literacy, says Atjonen.
The material showed that teachers do not have enough time for equal individual consideration in large student groups. However, joint feedback given to the entire student group could be less time-consuming for the teacher and still useful for many students.
– Then again, the students also gave a great deal of praise for relevant feedback that helped develop their learning. Various assessment methods were exercised so that the grade was not dependent on one performance.
Clearer assessment criteria for all
When a student is given the opportunity to practise self-assessment and familiarise themselves with the outputs of their fellow students as a commentator, understanding of the varying quality of the outputs to be assessed, and the reasons for this, becomes clearer and richer.
– However, the results suggest that teachers do not provide sufficient guidance for students in the assessment and processing of feedback. This is not a stumbling block merely for Finnish universities, but similar results regarding assessment have been obtained in international studies, as well, says Atjonen.
According to the survey results, both students and teachers agree that the preparation and precise use of the criteria requires more work.
Assessment is such an important matter for students and for their learning progress that it would be advisable for each teacher to spend time on such a discussion.
Päivi Atjonen
Professor
Students have different capabilities
Based on the results, several major subjects and faculties could afford to diversify their assessment methods. If the assessment is repeatedly based on an exam, this delivers a fairly one-sided picture of the student's competence. Written performance within a tight schedule is also not equal for students with different capabilities. Atjonen reminds that taking exams does not really correspond to working life needs and the ways information is acquired there.
– As an assessment researcher, I must point out that digitalisation of exams alone is not enough to improve the matter, as it does not change the statement-like nature of the assessment.
Atjonen explains that students can also prove their learning with a presentation, portfolio or video. This allows the students to work on their learning and the learning materials in different ways and may even enable the students to achieve new types of learning.
– Of course, for certain study unit objectives, an exam is best suited as an assessment tool, in which case developing the exam assignments alone would often produce better results, in terms of developing thinking.
Similar challenges everywhere
In addition to feedback, students and teachers also had differences of opinion on what kind of procedures would be beneficial for learning. According to Atjonen, the result signals that the teacher-student dialogue on assessment should be enhanced.
– Assessment is such an important matter for students and for their learning progress that it would be advisable for each teacher to spend time on such a discussion. Students’ feedback literacy is, after all, one of the generic working life skills.
Despite the criticism, Atjonen wants to point out that the University of Eastern Finland has in any case made a good start in implementing a new kind of assessment culture, which many teachers and students clearly recognised.
– Although there is room for improvement, the results do not differ significantly from international or domestic research data on academic assessment. The same issues are being faced everywhere, as good assessment requires a lot of work. Nevertheless, it is not advisable to ignore obvious needs for change.
The results are based on research data collected using questionnaires, at the University of Eastern Finland, in April and May 2023. A random sampling was collected of Finnish-speaking degree students who had completed at least 100 credits. The 772 students, who responded to the survey, represented all faculties well, and they had a total of 80 different major subjects. The teacher survey was completed by a total of 167 staff members, working on teaching and assessment, from all faculties. Descriptive research report ”Akateemisen oppimisen ja osaamisen arviointi. Tutkimuspuheenvuoro Itä-Suomen yliopistosta” (in Finnish) can be read in the UEF EREPO open access materials repository: http://urn.fi/URN:ISBN:978-952-61-5025-3
