Formative Assessment in Higher Education: From Theory to Practice

  • Rudīte Koka Rīga Stradiņš University
  • Anžela Jurāne-Brēmane
  • Tatjana Koķe

Abstract

The aim of the research is to emphasize the practical implementation of the formative assessment. The research leads to the conclusion that lecturers implement the findings of different theories and researches on formative assessment rather slowly in their daily work and practice. This article shows the way from theory to practice in the study course Human molecular biology at Rīga Stradiņš University. Quantitative and qualitative data collection methods are used to research the influence of formative assessment both on individual and institutional levels. The results show the importance of feedback information both for lecturer and student. It is concluded that immediate feedback is important for the improvement of student’s achievements. The road towards initiating formative assessment on institutional level has been outlined.
Published
Jan 21, 2017
How to Cite
KOKA, Rudīte; JURĀNE-BRĒMANE, Anžela; KOĶE, Tatjana. Formative Assessment in Higher Education: From Theory to Practice. European Journal of Social Science Education and Research, [S.l.], v. 4, n. 1, p. 28-34, jan. 2017. ISSN 2312-8429. Available at: <http://journals.euser.org/index.php/ejser/article/view/1571>. Date accessed: 14 dec. 2019. doi: http://dx.doi.org/10.26417/ejser.v9i1.p28-34.