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Abstract
Assessments have been a crucial part of the process of learning and teaching. Most of the time, this process has been measured with summative assessments but what about formative ones? Historically, the teacher chooses the appropriate assessment for his/her class. However, what do the students have to say about that? In this case study, we present the results of a Likert-type poll for five assessments applied in a General Chemistry course. Students gave their answers according to three measurable intended aspects: the cognitive, the emotional and the social. To measure the coherence of those three aspects a similarity index was created. This instrument, together with the Likert-type poll, allowed us to advise which assessment should be accepted or rejected according to the student’s point of view. From a variety of assessments, the student selected the following increasing raking of assessments: Short Multiple-Choice Questions, General Questions/Answers Out Loud and Prediction-Observation-Explanation.
Highlights
IntroductionYoung people are the common users of social media (SM), so they are habituated to be evaluated and evaluating
The social media (SM) allow users to evaluate their peers by pressing “like”
This research was made in a group of tertiary students in an anonymous way and presents a one-year case study in a General Chemistry course where, traditionally, the students were no submitted to any formative assessment
Summary
Young people are the common users of SM, so they are habituated to be evaluated and evaluating Even when this is a spread practice among the Z-generation, it seems such a behaviour is not extrapolated to assessments. A discussion on how the students should be assessed has had a significant impact over the last years (Creme, 2005; Maxwell, 2012; Mayowski et al, 2018; Schneider et al, 2019; Smith, 2007; Stewart & Richardson, 2000). Should it be at the beginning, in the middle or at the end of a unit? Should it be at the beginning, in the middle or at the end of a unit? It seems that a general conclusion applies; assessment must be a journey, not an objective (Bulwik, 2004; Chamizo, 1995; Viera et al, 2007)
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