Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden

Abstract

This paper aims at investigating students’ perceptions about assessment, especially the ways in which it is put into practice. Data were collected through questionnaires in different programmes in Portugal and Sweden. In total, 173 students from Portugal and 72 from Sweden participated in the study. Findings showed that students had similar ideas about assessment, such as verification of knowledge and learning, tests and grades. Their experiences of assessment methods used varied in the two countries, which can partly be explained by differences in national education systems. A learner-oriented perspective is prominent in the use of assessment methods, but at the same time student influence on assessment is perceived as low in both countries. Implications of the findings are analysed, namely issues regarding a learner-oriented perspective and the effectiveness, influence, trust, times and methods of assessment.

Understanding the assessment process, including the concepts and methods used, is essential to educational practice. In recent years new trends on assessment have emerged from an integrated perspective of the teaching, learning and assessment process (Rust 2007). In contrast to summative assessment, which can be perceived as mainly using assessment to certify student achievement (Boud and Falchikov 2006; Hernández 2012), formative assessment supports and monitors the students’ learning, providing continuous feedback during the process (Yorke 2003; Weurlander et al. 2012), and informing them about their performance (Boud 1990; Brown and Knight 1994; Brew et al. 2009). These trends have introduced new methods of assessment (Brew et al. 2009) and more participatory practices, such as self, peer, and co-assessment (Dochy, Segers and Sluijsmans 1999).