A1 Journal article (refereed)
Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education (2022)
Maunumäki, M., Maunula, M., & Harju-Luukkainen, H. (2022). Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education. Journal of Education, Society and Behavioural Science, 35(11), 20-37. https://doi.org/10.9734/JESBS/2022/v35i1130467
JYU authors or editors
Publication details
All authors or editors: Maunumäki, Minna; Maunula, Minna; Harju-Luukkainen, Heidi
Journal or series: Journal of Education, Society and Behavioural Science
eISSN: 2456-981X
Publication year: 2022
Publication date: 07/10/2022
Volume: 35
Issue number: 11
Pages range: 20-37
Publisher: Sciencedomain International
Publication country: India
Publication language: English
DOI: https://doi.org/10.9734/JESBS/2022/v35i1130467
Publication open access: Openly available
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83511
Abstract
Study Design: The study was conducted as a qualitative online survey among Finnish university students (N=35). The relationship between learning and assessment was explored in the context of formative and summative assessment practices during an online learning environment. The data was analysed using a discursive approach.
Place and Duration of Study: The research was conducted in Finland during spring 2021.
Methodology: The scientific and philosophical framework of the study is based on the theory of social constructionism, according to which social reality is formed through language in an interaction between people. The methodology used was discursive reading, i.e., how social reality is discursively produced through language. The starting point was the idea that language creates different discourses or perspectives on reality.
Results: The feedback practices provided a different picture of learning and highlighted different dimensions of learning. Learning was discussed in terms of positive emotions, multiple perspectives, sociality, renewal, and holistic learning. In addition, negative emotions, disinformation, regression, and the playing field metaphor were associated with learning.
Conclusion: The results show that feedback practices that are presented as student-centered do not necessarily support the learning process of adults. Learning and assessment practices based on pedagogy and a learning theory can best support students' personal and social growth and increase their self-esteem. In online learning, teacher guidance and pedagogically based learning support are emphasized. We argue that in online-learning, where the role of the teacher is often small, student-centered well-intentioned assessment practices can only provide a thin veneer of learning unless students are helped to see the holistic importance of assessment as part of the learning process.
Keywords: evaluation; feedback; online learning; online teaching; tertiary education; continuing education; adult students; learning process; self-evaluation; peer review (assessment methods); social constructivism
Free keywords: assessment; online learning; higher education; continuous learning
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 1
