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Formative Assessment and Feedback in Higher Education: Preparing Spanish Academics to Teach in a Digital World

Formative Assessment and Feedback in Higher Education: Preparing Spanish Academics to Teach in a Digital World

Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Francesc M. Esteve-Mon
Copyright: © 2023 |Pages: 21
ISBN13: 9781668435373|ISBN10: 1668435373|ISBN13 Softcover: 9781668435380|EISBN13: 9781668435397
DOI: 10.4018/978-1-6684-3537-3.ch004
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MLA

Sánchez-Tarazaga, Lucía, et al. "Formative Assessment and Feedback in Higher Education: Preparing Spanish Academics to Teach in a Digital World." Formative and Shared Assessment to Promote Global University Learning, edited by José Sánchez-Santamaría, IGI Global, 2023, pp. 71-91. https://doi.org/10.4018/978-1-6684-3537-3.ch004

APA

Sánchez-Tarazaga, L., Ribés, A. S., & Esteve-Mon, F. M. (2023). Formative Assessment and Feedback in Higher Education: Preparing Spanish Academics to Teach in a Digital World. In J. Sánchez-Santamaría (Ed.), Formative and Shared Assessment to Promote Global University Learning (pp. 71-91). IGI Global. https://doi.org/10.4018/978-1-6684-3537-3.ch004

Chicago

Sánchez-Tarazaga, Lucía, Aida Sanahuja Ribés, and Francesc M. Esteve-Mon. "Formative Assessment and Feedback in Higher Education: Preparing Spanish Academics to Teach in a Digital World." In Formative and Shared Assessment to Promote Global University Learning, edited by José Sánchez-Santamaría, 71-91. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-3537-3.ch004

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Abstract

The aim of this paper is to analyze the conception and use of formative assessment and feedback by faculty teachers in the context of a training course held at a Spanish university. Open-response data from 42 faculty teachers were analyzed using an inductively derived coding framework and thematic analysis. Analysis was organized around four main themes: 1) faculty teachers' beliefs about assessment, 2) main barriers or constraints that hinder feedback implementation, 3) associated benefits and 4) integration of digital technology to enrich formative assessment. The main results show different conceptions and myths about assessment and feedback, as well as a number of barriers to implementation. Furthermore, the training provided reveals that faculty teachers regard the feedback process, enhanced by digital tools, as beneficial.

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