Formative assessment: missing in action in both research-intensive and teaching-focused universities?

AbstractIn this study, we analysed survey data from 386 third year undergraduate students on 14 programmes within three UK universities. The universities are characterised as teaching-focused or research-intensive: a ‘plate-glass’ and ‘red-brick’ research-intensive; and a ‘new’ teaching-intensive university. We used the Assessment Experience Questionnaire Version 4.0 (AEQ 4.0), designed to understand students’ perceptions of programme assessment environments. The AEQ contains scales constructed from theories about assessment, feedback and deep learning. We performed exploratory factor analysis on AEQ 4.0 and identified five salient domains: how students learn; quality of feedback; internalisation of standards; student effort; and formative assessment. These domains were compared across the three universities. Formative assessment was the weakest domain in all three university assessment environments, followed closely by students’ internalising standards. Students at the new teaching-focused university had...