Evaluating the evaluation tools: methodological issues in the FAST project

摘要: Assessment is now understood to be a key issue in influencing what and how students learn and, through the feedback they receive, their understanding future learning. The Formative Science Teaching (FAST) project an FDTL funded collaboration between Open University Sheffield Hallam University. aims of are: • investigate impact existing formative assessment practices on student learning behaviour develop, implement evaluate new approaches providing with timely useful feedback. theoretical foundation FAST that there are 11 conditions under which best supports (Gibbs Simpson, 2004). Derived from comprehensive literature review theories case studies assessment, these form conceptual framework for project, evaluation tools developed by team. This paper seeks usefulness principal tool used project: Experience Questionnaire (AEQ). AEQ has been extensively increasingly other institutions, designed as diagnostic lecturers assess extent experience assessment. uses six scales items, each addressing at least one conditions: 1. Time demands distribution effort 2. Assignments 3. Quantity timing 4. Quality 5. Student use 6. examination Drawing interviews lecturers, questionnaire findings over three years, this discusses practical application, limitations, tool. Using comparisons it also address methodological issues raised AEQ, suggests ways conjunction methods, can means better practices.