Can student-generated test materials support learning?

Ricky C K LAM*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

11 Citations (Scopus)


This paper aims to investigate students' perspectives on the interplay between the formative and summative functions of assessment. More specifically, it explores whether their learning can be supported by a classroom activity informed by a formative strategy (i.e., student generation of test materials) in a teacher education programme. Research methods included focus-group interviews, classroom observations, student reflective journals, and text analysis of student-generated test papers, and tutor feedback to these papers. Findings indicated that the formative strategy was generally well-received as a practice to support learning for the summative evaluation, despite concerns about the overall quality of some mock papers. Implications for building a positive link between formative and summative assessment and promoting dialogic feedback processes in wider higher education classroom contexts are discussed.

Original languageEnglish
Pages (from-to)95-108
Number of pages14
JournalStudies in Educational Evaluation
Publication statusPublished - 1 Dec 2014

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Dialogic feedback
  • Formative assessment
  • Higher education
  • Student generation of test materials
  • Summative assessment


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