[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598831-105":59,"doc-detail-598831-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","is-fine-tuning-possible-with-grade-focused-students-formative-assessment-strategies","Is Fine-Tuning Possible with Grade-Focused Students - Formative Assessment Strategies","","Grade-focused learners often prioritize correct answers and may resist trial-and-error learning, formative feedback, reflection, and refinement. The paper examines how this preference affects engagement with fine-tuning during the term, including end-of-term cramming and unrealistic expectations of immediate instructor feedback and spontaneous comprehension. It describes efforts to implement formative assessment in kinesiology and physical education service-learning courses, presenting examples, evaluating pros and cons, and proposing strategies to improve motivation and timely participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-fine-tuning-possible-with-grade-focused-students-formative-assessment-strategies/598831/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-fine-tuning-possible-with-grade-focused-students-formative-assessment-strategies/598831.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do grade-focused students struggle with fine-tuning during the term?","Question",{"text":112,"@type":113},"They tend to be strategic learners focused on achieving the highest grades, with a need to be correct that overrides exploration, troubleshooting, and problem solving. This makes them reluctant to use formative feedback opportunities before the end of term.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is formative assessment intended to accomplish?",{"text":117,"@type":113},"Formative feedback and assessment aim to inform learners about their performance relative to specific learning goals and support self-directed or self-regulated learning. It helps learners understand what good performance is and how to close gaps through ongoing reflection.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect formative assessment with reflective thinking?",{"text":121,"@type":113},"It aligns reflective activities with Dewey’s four-stage reflective thinking process: experiencing perplexity, describing experience, analyzing it through dry runs, and taking intelligent action based on informed choice. Students practice reflection on and in action through problem-based and service-learning tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598831,1792189819,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Is Fine-Tuning Possible with Grade-Focused Students?  \nGail Frost and Maureen Connolly Brock University  \nIn our service-learning courses, students work with real people and record and reflect on these experiences, to learn appropriate professional behavior, how to think creatively, and how to respond to changing circumstances. Many of our students are strategic learners, characterized by alertness to assessment and intention to achieve the highest possible grades (Entwistle, Tait, & McCune, 2000). Their need to be correct often overrides the opportunity to explore ideas, troubleshoot, and problem solve. Their slavish allegiance to one correct answer prevents many from engaging in the messy processes of trial and error, formative feedback and assessment, reflection, and refinement (Dewey, 1938). They not only avoid the benefits of proximal learning, they also deny themselves the benefits of cognitive play that Vygotsky (1962) encourages. An end of term binge, their rush to get work done at the eleventh hour, can occur because many seem reluctant to take advantage of formative feedback opportunities (i.e. fine tuning) during the term. Accompanying this binge is the concomitant expectation of immediate feedback from the instructor, and the equally unrealistic expectation of their own spontaneous comprehension of the material without adequate assimilation time. This paper will describe our efforts to implementformative assessment in our classes. We present a number of formative assessment examples, discuss the pros and cons of teaching this way, and suggest some implementation strategies that enhance student motivation and timely engagement.  \nIntroduction  \nFormative  \nfeedback  \nassessment is designed to give learners on aspects of their performance with  \nrespect to specific learning goals (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Sadler, 1998) and has been recognized as an important component of self-directed or self-regulated learning (Butler & Winne, 1995) . Learners are active participants in the process, which has been described as both assessment for learning and assessment as learning (Clark, 2012) . Assessment for learning helps students understand what ‘good’ performance is, how their current performance relates to good performance, and what to do to close the gap between the two (Sadler, 1989) . Assessment as learning involves both teachers and  \nlearners in a process of creating, monitoring and reflection that can help students become better evaluators of their own learning (Clark, 2012; Woods, 2015) . Formative assessment, done well, will go beyond the traditional model of feedback as simply a transmission from the teacher to the student of what is right and wrong in their academic work (Nicol & Macfarlane-Dick, 2006) .  \nIn our kinesiology and physical education service-learning courses, students work in groups with real people (clients) and record and reflect on these experiences to learn appropriate professional behavior, and how to think creatively and respond to changing circumstances. This course design reflects competencies that our graduates will need to demonstrate in their commonly chosen professions. To give our students feedback on this work in ongoing ways  \nwe have committed to using a variety of formative assessment opportunities.  \nThis commitment has not been without its challenges, because many of our students are strategic learners, characterized by alertness to assessment and intention to achieve the highest possible grades (Entwistle et al., 2000) . They display a need to be correct that overrides the opportunity to explore ideas, troubleshoot and problem solve, all of which are essential skills in the world of work in which they will find themselves. Additionally, the slavish allegiance to one correct answer prevents many from engaging in the messy processes of trial and error, formative assessment, reflection and refinement (Dewey, 1910, 1938; Kolb, 1984) . They not only avoid the ","cbCaijh4iCpBKA8P","https://ap.wps.com/l/cbCaijh4iCpBKA8P","pdf",144235,"English","# Introduction\n## Formative feedback and assessment\n## Service-learning design and student engagement\n## Reflective thinking as a four-stage process\n## Implementation goals and metacognitive awareness","[{\"question\":\"Why do grade-focused students struggle with fine-tuning during the term?\",\"answer\":\"They tend to be strategic learners focused on achieving the highest grades, with a need to be correct that overrides exploration, troubleshooting, and problem solving. This makes them reluctant to use formative feedback opportunities before the end of term.\"},{\"question\":\"What is formative assessment intended to accomplish?\",\"answer\":\"Formative feedback and assessment aim to inform learners about their performance relative to specific learning goals and support self-directed or self-regulated learning. It helps learners understand what good performance is and how to close gaps through ongoing reflection.\"},{\"question\":\"How does the paper connect formative assessment with reflective thinking?\",\"answer\":\"It aligns reflective activities with Dewey’s four-stage reflective thinking process: experiencing perplexity, describing experience, analyzing it through dry runs, and taking intelligent action based on informed choice. Students practice reflection on and in action through problem-based and service-learning tasks.\"}]","Is Fine-Tuning Possible with Grade-Focused Students - Formative Assessment Strategies | PDF",1792087680]