Assessment of the writing activities: formative function
المؤلف:
Rosario Hernández
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P271-C23
2025-07-18
479
Assessment of the writing activities: formative function
The formative function given to the assessment of writing activities proved to be a more controversial method of assessment. The researcher knew that this could prove difficult for many students as they were used to receiving marks for their work. On the other hand, this module would provide them with feedback about their work and constructive comments about how to improve their written tasks. Conflicting views were reported, and there were cases when the same student indicated positive and negative experiences. The pedagogical underpinnings of this practice are based on creating the conditions under which assessment supports learning (Gibbs & Simpson, 2004). These conditions include not only the quantity and timing of feedback but, more importantly, its quality and how students respond to it.
The positive reactions from students about not receiving marks for their written activities are summarized as follows:
"It provides me with an opportunity to rewrite and/or improve my work"
"You can learn from your mistakes"
"It is very fair; it gives you an opportunity to learn more"
Other comments that are highlighted as a characteristic of this type of formative assessment include:
"It allows me to take more risks regarding vocabulary and grammar structures, knowing that I will get feedback that will allow me to improve my Spanish"
"It values the process of learning as well as the final product"
"There is no pressure to compete with your class mates, you learn according to your level of competency in Spanish"
"It is less stressful"
These comments from students highlight important principles of formative assessment such as risk taking. It appears that learning is more effective when students do not try to conceal their mistakes (Knight, 2001). With appropriate feedback and the possibility for students to work on aspects that need some improvement, assessment is perceived as being less stressful for the learners. Such an approach facilitates the integration of teaching, learning and assessment.
The negative comments outlined by the learners about not receiving marks for their work were associated with students' previous experiences of assessment:
“We are used to getting marks and it is hard to get used to this method"
"The comments and remarks are good but I would prefer to receive marks"
"I would prefer to receive marks because I believe that learning happens when you write first and not in the later versions"
The last comment was made by a very good student who had a near native competence in Spanish. This raises issues regarding students' different needs. Not receiving marks may be appropriate for the majority of learners but it may not be a successful method for students who fall at either extremes of the scale in terms of linguistic competence. Very good students may not perceive the need to improve much, and they would value getting a mark as they see their work as the definitive version. The effort they are prepared to put into their learning does not go beyond getting a mark for their work. If no mark is provided, they are expected to reflect about their learning, and they may not be prepared to put the effort into it. At the other end of the spectrum, students whose linguistic ability is low may lack the confidence to be able to regulate and take charge of their own learning. Thus, their motivation may also be affected. It may be necessary to work on building their confidence before such feedback practices are introduced. It is conceivable that getting a mark may provide the initial reassurance that they need to take that step. The question remains when to withdraw from giving them a mark so that the formative aspect of the task can be addressed fully.
Smith and Gorard (2005) have also reported negative comments by students when receiving feedback comments only. However, in that particular study students felt that the comments did not provide them with sufficient information so that they would know how to improve.
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