Effects of Formative Assessments on First-Grade Pupils' Achievement Goals and Feedback Perceptions

• In Event: Toward the Integration of Formative Assessment and Self-Regulated Learning

Abstract

1. Objectives and theoretical framework

There is clear evidence that students’ self-regulation is predictive of academic achievement and motivation in higher education (Clark, 2012; Dignath & Büttner, 2008). Students who are able to self-regulate their learning have greater understanding of underlying learning processes. However, primary school students often appear to lack the essential strategies for self-regulated learning (Cromley, Snyder-Hogan, & Luciw-Dubas, 2010). A strategy to improve students’ self-regulation is formative assessment. This is “the process of seeking and interpreting evidence, for use by learners and their teacher, to decide where learners are in their learning, where they need to go, and how best to get there” (Broadfoot et al., 2002, p. 2). Black and Wiliam (1998) stress five key strategies for formative assessment (i.e., clarifying and sharing success criteria with learners, rich questioning, teacher feedback, peer-, and self-assessment). Formative assessment can provide a context in which students can enhance the clarity of learning goals, monitor their learning process and reflect about learning outcomes (Brown & Harris, 2013). Teachers can assist students in formulating desired goal attainment and actual performances, by providing challenging and specific goals (Locke, & Latham, 1984). Using process feedback with goal setting is a direct and powerful way of shaping an individual’s task strategy (Earley et al., 1990).

The present study aims to empirically examine whether formative assessment affects first grade pupils’ achievement goals and perceptions of feedback. The central research question is: What are the effects of the formative assessment intervention on pupils’ perception of feedback and pupils’ self-regulation with regard to setting achievement goals?

2. Method

Participants were 50 first graders from a Dutch elementary school. Data were collected in a pretest-posttest experimental intervention design within two conditions: an experimental and a control condition. The formative assessment intervention included clarifying and sharing success criteria, assessment dialogues and feedback. The Achievement Goal Questionnaire (AGQ) (Elliot & McGregor, 2001) was used to measure achievement goals and feedback. The results were analyzed with multivariate analyses.

3. Results

The main effects of achievement goals showed statistically significantly effects in the intervention group on the post-test. Regarding mastery goal approaches and performance goal approaches, significant effects were found in the intervention group on the post-test. No significant differences were found on mastery avoidance approaches, on performance avoidance approaches or on pupils’ perceptions of feedback.

4. Conclusions and scientific significance

Our results show that students benefit from early formative assessments practices in primary education to develop self-regulation skills, in particular with regard to setting achievement goals. We emphasize the implementation of formative assessments in lower primary education. It seems to influence students’ self-regulation skills at an early age. However, teachers in current primary education are inexperienced in the use of formative assessments in whole classroom formats. The current study can help improve teacher’s assessment practices and stimulate them, based on the achieved results, to implement formative assessments in classroom interventions.

Authors

• Kelly Beekman, HZ University of Applied Sciences

• Wouter Vermeule, HZ University of Applied Sciences

• Desiree Joosten - Ten Brinke, The Open University of the Netherlands