Log in

Relevant bibliographies by topics / Classroom formative assessment / Journal articles

To see the other types of publications on this topic, follow the link: Classroom formative assessment.

Journal articles on the topic 'Classroom formative assessment'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Classroom formative assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Marks, Igor. "Formative (Classroom) Assessment Techniques." Acta Technologica Dubnicae 4, no. 1 (2014): 46–50. http://dx.doi.org/10.1515/atd-2015-0012.

Full text

Abstract:

AbstractThe author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.

APA, Harvard, Vancouver, ISO, and other styles

2

Dayal, Hem. "How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom." Australian Journal of Teacher Education 46, no. 7 (2021): 1–21. http://dx.doi.org/10.14221/ajte.2021v46n7.1.

Full text

Abstract:

Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers’ beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and cr

APA, Harvard, Vancouver, ISO, and other styles

3

Begim, Isoyeva. "DIALOGIC TEACHING: EMPOWERING FORMATIVE ASSESSMENT IN THE CLASSROOM." International Journal Of Management And Economics Fundamental 4, no. 1 (2024): 38–42. http://dx.doi.org/10.37547/ijmef/volume04issue01-06.

Full text

Abstract:

Dialogic teaching has become one of the most effective teaching techniques and also influential instrument for improving formative assessment in the classroom. Dialogic teaching is a strategy which has its roots in the concept of meaningful student-teacher discourse, promotes critical thinking, active engagement, and in-depth learning. The principles of dialogic teaching are perfectly aligned with basic concepts of formative assessment, which give educators opportunity to check and clarify students' comprehension in the moment. In this article some of the accurate methods of implementation of

APA, Harvard, Vancouver, ISO, and other styles

4

Yan, Li, and Charanjit Kaur Swaran Singh. "Review of Formative Assessment Practices: Primary Evidence on Relationship with Self-efficacy and Self-esteem." World Journal of English Language 12, no. 8 (2022): 49. http://dx.doi.org/10.5430/wjel.v12n8p49.

Full text

Abstract:

Robust literature was conducted to confirm the positive effect of formative assessment on learning outcomes. However, less is known about the reason why formative assessment techniques impact student achievement. Besides, there are insufficient studies about relationships between formative classroom assessment techniques and self-efficacy, self-esteem. This article reviews literature related to use of formative assessment in classrooms, self-esteem and self-efficacy with intention to explore the connections. Students responded to questionnaires which covers results, discussion and implications

APA, Harvard, Vancouver, ISO, and other styles

5

Ford-Connors, Evelyn, Dana A. Robertson, and Jeanne R. Paratore. "Classroom Talk as (In)Formative Assessment." Voices from the Middle 23, no. 3 (2016): 50–57. http://dx.doi.org/10.58680/vm201628371.

Full text

Abstract:

Of the varied assessment tools available to teachers in the middle school classroom, one that is frequently overlooked in this era of new assessments and curriculum is classroom talk. The dialogic exchanges that occur during routine classroom instruction provide teachers with valuable insight into what students know and can do and can guide teachers’ instructional decisions. This article explores the use of talk as an assessment tool and offers examples of how talk reveals important information about students’ developing understandings and progress toward new learning.

APA, Harvard, Vancouver, ISO, and other styles

6

Chen, Haoran. "A Contrastive Analysis of Classroom-Based Language Assessments." English Language Teaching 13, no. 5 (2020): 110. http://dx.doi.org/10.5539/elt.v13n5p110.

Full text

Abstract:

Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers&rsquo; adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with mult

APA, Harvard, Vancouver, ISO, and other styles

7

Guo, Gaoyan. "Assessment Issues in Chinese High School English Classrooms: A Focus on Formative, Peer, and Self-Assessment." Education Insights 2, no. 6 (2025): 69–73. https://doi.org/10.70088/nee21x27.

Full text

Abstract:

This paper explores the issues of formative, peer, and self-assessment in Chinese high school English classrooms, offering critical perspectives and suggestions. The essay begins by explaining the concepts of formative assessment and related self and peer assessments, then discusses the advantages of these assessments in improving student motivation, fostering critical thinking, and enhancing classroom interaction. However, the paper also highlights the challenges in implementing these assessment methods, primarily due to educational policies, teachers' attitudes, and students' acceptance. Spe

APA, Harvard, Vancouver, ISO, and other styles

8

Rana, Kesh, and Karna Rana. "How Secondary English Teachers Employ Formative Assessment and Feedback to Scaffold Students' Odyssey in English Learning." Journal of Language and Education 11, no. 2 (2025): 111–24. https://doi.org/10.17323/jle.2025.19854.

Full text

Abstract:

Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning. Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies f

APA, Harvard, Vancouver, ISO, and other styles

9

LI, Jiayi, and Peter Yongqi GU. "Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey." Chinese Journal of Applied Linguistics 46, no. 2 (2023): 198–218. http://dx.doi.org/10.1515/cjal-2023-0204.

Full text

Abstract:

Abstract Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based

APA, Harvard, Vancouver, ISO, and other styles

10

Gao, Su, Katrina Liu, and Marilyn McKinney. "Learning formative assessment in the field." International Journal of Mentoring and Coaching in Education 8, no. 3 (2019): 197–216. http://dx.doi.org/10.1108/ijmce-10-2018-0056.

Full text

Abstract:

Purpose It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom. Design/methodology/approach This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in

APA, Harvard, Vancouver, ISO, and other styles

11

Widiastuti, Ida Ayu Made Sri, and Ali Saukah. "FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya 45, no. 1 (2017): 050–63. http://dx.doi.org/10.17977/um015v45i12017p050.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Harris, Linda. "Employing formative assessment in the classroom." Improving Schools 10, no. 3 (2007): 249–60. http://dx.doi.org/10.1177/1365480207082558.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Zhou, Yuhua. "Tools in Classroom-Based Formative Assessment." OALib 10, no. 11 (2023): 1–9. http://dx.doi.org/10.4236/oalib.1110826.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Raja, Kumar S., and Moral C. Shirley. "Formative assessment tools for effective classroom." i-manager's Journal on School Educational Technology 17, no. 4 (2022): 1. http://dx.doi.org/10.26634/jsch.17.4.18926.

Full text

Abstract:

A significant role in educational assessment is played by measuring behavioural changes based on clearly specified educational objectives and meaningfully interpreting the results. One of the most significant strategies for evaluating a student's learning performance in the classroom is formative assessment. Formative assessment systems concurrently improve the science and art of teaching and learning. Teachers can help the students grow as students by actively hopeful them to self-assess their skills, test their knowledge retention, giving clear commands and providing the necessary feedback t

APA, Harvard, Vancouver, ISO, and other styles

15

Yongqi GU, Peter, and Ricky LAM. "Developing Assessment Literacy for Classroom-Based Formative Assessment." Chinese Journal of Applied Linguistics 46, no. 2 (2023): 155–61. http://dx.doi.org/10.1515/cjal-2023-0201.

Full text

Abstract:

Abstract Formative assessment (FA) has been increasingly recognised as a powerful tool to improve teaching and learning, and thereby increase educational effectiveness. As such, FA has been written into government directives and curriculum standards; and incorporated into teacher education programmes. At the classroom level, however, teachers have found FA a formidable task that is difficult to implement. This has been attributed to the teacher’s lack of assessment literacy, among other reasons. In this guest-editor introduction, we frame the special issue and its scope by highlighting the mai

APA, Harvard, Vancouver, ISO, and other styles

16

Ortega, Diego P., and Olga E. Minchala. "Assessing Students in an Authentic and Ongoing Manner in the English Classroom." Theory and Practice in Language Studies 7, no. 3 (2017): 159. http://dx.doi.org/10.17507/tpls.0703.01.

Full text

Abstract:

These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these

APA, Harvard, Vancouver, ISO, and other styles

17

Harrison, Christine. "Assessment for Learning in Science Classrooms." Journal of Research in STEM Education 1, no. 2 (2015): 78–86. http://dx.doi.org/10.51355/jstem.2015.12.

Full text

Abstract:

Classroom assessment has grown in prominence over the last few decades and particularly the formative approach to instruction through assessment for learning (AfL). This paper draws across a number of studies about classroom talk to make a case for and propose some of the preconditions for effective feedback through Assessment for Learning interactions in science classrooms. As such, it provides an underpinning for formative pedagogy that structures classroom activities to provide more feedback and so create opportunities for teachers to respond to learners’ needs. Creating effective pedagogy,

APA, Harvard, Vancouver, ISO, and other styles

18

Sass-Henke, Amanda M. "Living and Learning: Formative Assessment in a Middle Level Classroom." Voices from the Middle 21, no. 2 (2013): 43–47. http://dx.doi.org/10.58680/vm201324465.

Full text

Abstract:

In this article, a middle-level language arts teacher writes of her choice to incorporate formative assessments into her life and teaching philosophy. Her purpose in using formative assessment is to better inform student learning and teacher practice. Formative assessment is defined, and lessons from living the model are highlighted. Lessons include: 1) Get Support, 2) Don't Scrimp on the Planning, 3) Bend like a Tree in the Wind, 4) Do What's Best for the Student, and 5) Celebrate the Successes. The article concludes with the author reflecting on her evolution as a teacher and expressing opti

APA, Harvard, Vancouver, ISO, and other styles

19

Quyen, Nguyen Thi Do, and Ahmad Zamri Khairani. "Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program." Journal of Social Science Studies 4, no. 1 (2016): 160. http://dx.doi.org/10.5296/jsss.v4i1.9728.

Full text

Abstract:

This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The f

APA, Harvard, Vancouver, ISO, and other styles

20

Namazova, Rushaniya Aysyayevna. "FORMATIVE AND SUMMATIVE ASSESSMENT." ACADEMIC RESEARCH IN MODERN SCIENCE, no. 1 (January 21, 2022): 94–96. https://doi.org/10.5281/zenodo.5889283.

Full text

Abstract:

Assessment is a very important part of any educational program, it helps in evaluating the concepts learned by students in the classroom. Teachers should use such assessment methods and techniques that allow them to evaluate not only the subject, but also the meta-subject results of students at various stages of the educational process.

APA, Harvard, Vancouver, ISO, and other styles

21

Byun, Hyunjung. "Exploring Formative Assessment Design Strategies." Korean Society of Culture and Convergence 45, no. 12 (2023): 283–97. http://dx.doi.org/10.33645/cnc.2023.12.45.12.283.

Full text

Abstract:

This study aimed to explore the formative assessment design strategies that instructors should consider in order to implement formative assessment as learning integrated with teaching and learning in the classroom. To this end, previous studies on formative assessment at home and abroad were examined and analyzed. Based on this, nine design factors and 22 design strategies that should be considered for formative assessment to be implemented in the classroom were proposed: creating a learning culture, setting learning goals, designing performance tasks, developing evaluation criteria, engaging

APA, Harvard, Vancouver, ISO, and other styles

22

YAZIDI, Rachid EL. "Investigating the influence of formative assessment on the learning process in the English language classroom." Asian Journal of Education and Training 9, no. 1 (2023): 23–32. http://dx.doi.org/10.20448/edu.v9i1.4540.

Full text

Abstract:

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited knowledge and use of formative assessment practices, the study found that their use had a significant positive effect on student learning outcomes. The effective implementation of formative assessment practices could help to improve the quality of Engli

APA, Harvard, Vancouver, ISO, and other styles

23

Claudio, Andrés Cerón Urzúa, Ranjan Ranjeeva, Arellano Saavedra Rodrigo, and Philominraj Andrew. "Levels of teacher performance in formative assessment in multigrade and single-grade classrooms." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 579–87. https://doi.org/10.11591/edulearn.v18i2.21154.

Full text

Abstract:

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert s

APA, Harvard, Vancouver, ISO, and other styles

24

Costa Akoyt, Melky. "Formative assessment in Timor-Leste: teachers’ perception and practice." International Journal of Educational Innovation and Research 3, no. 1 (2024): 75–85. http://dx.doi.org/10.31949/ijeir.v3i1.7243.

Full text

Abstract:

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a q

APA, Harvard, Vancouver, ISO, and other styles

25

Justice, Enu. "Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 483–89. https://doi.org/10.11591/edulearn.v15i4.20341.

Full text

Abstract:

The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major facto

APA, Harvard, Vancouver, ISO, and other styles

26

Prashanti, Eachempati, and Komattil Ramnarayan. "Ten maxims of formative assessment." Advances in Physiology Education 43, no. 2 (2019): 99–102. http://dx.doi.org/10.1152/advan.00173.2018.

Full text

Abstract:

In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that

APA, Harvard, Vancouver, ISO, and other styles

27

Deriba, Nega, and Mekibib Alemu. "Physics Teachers’ Perception and Practice of Formative Assessment: The Case of a Secondary School in Addis Ababa City." Ethiopian Journal of Teacher Education and Leadership 2, no. 1 (2023): 83–105. https://doi.org/10.63990/ejtel.v2i1.11416.

Full text

Abstract:

This study explored how physics teachers in a Secondary School perceive and practice formative assessment and the challenges. A case study research approach with qualitative analysis technique was employed and the data was collected through the administration of classroom observation and interview. In addition, the questionnaire was used to triangulate the results obtained from the observation and interview. The case was taken from Addis Ababa, secondary schools which have a large teacher population and enough facilities. All the available fifteen physics teachers were taken as sample responde

APA, Harvard, Vancouver, ISO, and other styles

28

Torrance, Harry. "Assessment for learning: Developing formative assessment in the classroom." Education 3-13 29, no. 3 (2001): 26–32. http://dx.doi.org/10.1080/03004270185200331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Guo, Nyuhuan. "Formative Assessment Theory in Business English Classroom Teaching." International Journal of Novel Research in Education and Learning 11, no. 4 (2024): 12–20. https://doi.org/10.5281/zenodo.13087135.

Full text

Abstract:

<strong>Abstract:</strong> With the advancement of globalization, the quality of business English teaching significantly impacts students' future workplace competitiveness. This study focuses on the theory of formative assessment in business English classroom teaching, aiming to explore how to comprehensively and dynamically evaluate students' learning processes through formative assessment to improve teaching quality. By systematically reviewing relevant research at home and abroad, this article constructs a theoretical framework for formative assessment in business English classroom teaching

APA, Harvard, Vancouver, ISO, and other styles

30

Lee, Jade Caines. "Towards an Antiracist Classroom Formative Assessment Framework." Educational Assessment 27, no. 2 (2022): 179–86. http://dx.doi.org/10.1080/10627197.2022.2087625.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Gu, Peter Yongqi, and Guoxing Yu. "Researching Classroom-Based Assessment for Formative Purposes." Chinese Journal of Applied Linguistics 43, no. 2 (2020): 150–68. http://dx.doi.org/10.1515/cjal-2020-0010.

Full text

Abstract:

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by

APA, Harvard, Vancouver, ISO, and other styles

32

Baron, Lorraine M. "Formative Assessment at Work in the Classroom." Mathematics Teacher 110, no. 1 (2016): 46–52. http://dx.doi.org/10.5951/mathteacher.110.1.0046.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Decristan, Jasmin, Eckhard Klieme, Mareike Kunter, et al. "Embedded Formative Assessment and Classroom Process Quality." American Educational Research Journal 52, no. 6 (2015): 1133–59. http://dx.doi.org/10.3102/0002831215596412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Barbosa, Matheus De Almeida, and Larissa Santos Beserra. "Formative Assessment in the Foreign Language Classroom." BELT - Brazilian English Language Teaching Journal 6, no. 1 (2015): 100. http://dx.doi.org/10.15448/2178-3640.2015.1.20200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Dixson, Dante D., and Frank C. Worrell. "Formative and Summative Assessment in the Classroom." Theory Into Practice 55, no. 2 (2016): 153–59. http://dx.doi.org/10.1080/00405841.2016.1148989.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Gan, Zhengdong, and Constant Leung. "Illustrating formative assessment in task-based language teaching." ELT Journal 74, no. 1 (2019): 10–19. http://dx.doi.org/10.1093/elt/ccz048.

Full text

Abstract:

Abstract There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students’ current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment i

APA, Harvard, Vancouver, ISO, and other styles

37

KULA KARTAL, Seval. "Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment." International Journal of Assessment Tools in Education 9, Special Issue (2022): 19–27. http://dx.doi.org/10.21449/ijate.1127958.

Full text

Abstract:

The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important

APA, Harvard, Vancouver, ISO, and other styles

38

H., A. Seneviratne and M. Thenabadu. "EVALUATION OF STUDENT PERCEPTIONS ON "MUDDIEST POINT" CLASSROOM ASSESSMENT TECHNIQUE IMPLEMENTED AS A FORMATIVE ASSESSMENT METHOD." International Journal of Humanities, Art and Social Studies (IJHAS) 6, no. 1 (2023): 33. https://doi.org/10.5281/zenodo.7628901.

Full text

Abstract:

The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative assessment in Software Development Practices (ICT) course at University of Vocational Technology and to assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment technique in the class and conducted a perception survey with regard to use of muddiest point assignments at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point CAT is beneficial to the course (Mean =4.24 n=45) an

APA, Harvard, Vancouver, ISO, and other styles

39

Husam AlMofti, Khaldoon W. "Challenges of Implementing Formative Assessment." Koya University Journal of Humanities and Social Sciences 3, no. 1 (2020): 181–89. http://dx.doi.org/10.14500/kujhss.v3n1y2020.pp181-189.

Full text

Abstract:

Formative assessment (FA) is an essential element of EFL classrooms. It allows instructors to amend, adjust, and monitor the process of teaching to reach their desired goals. However, this form of assessment is often overlooked in Iraqi EFL classrooms. As such, this study aims to investigate the challenges of implementing the FA strategies by Iraqi EFL university instructors and their attitudes to improve its use effectively in teaching. The data for this study were gathered through the observation of six EFL classes and semi-structured interviews conducted with three EFL instructors from thre

APA, Harvard, Vancouver, ISO, and other styles

40

Lewkowicz, Jo, and Constant Leung. "Classroom-based assessment." Language Teaching 54, no. 1 (2020): 47–57. http://dx.doi.org/10.1017/s0261444820000506.

Full text

Abstract:

The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term ‘CBA’ has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and how it is enacted has, to a large extent, been prompted by shifts in educational policy in various contexts and evolving education systems. This, in turn, has led to the increase in research activity that is detailed in the timeline that follows. At th

APA, Harvard, Vancouver, ISO, and other styles

41

Nakagawa, Naoto. "Comparison of teaching methods: Formative assessment in traditional didactic lectures and learning monitoring system-based lectures." Pharmacy Education 25, no. 1 (2025): 66–75. https://doi.org/10.46542/pe.2025.251.6675.

Full text

Abstract:

Background: Studies comparing formative assessment in traditional lecture settings and those incorporating Information and Communication Technology (ICT) tools are available, although direct head-to-head comparisons are less common. Objective: This study evaluated the effectiveness of formative assessment (FA) incorporating a learning monitoring system (LMS) as ICT in teaching methods, specifically in flipped classrooms, flipped classrooms and spaced learning, and traditional formative assessment (FA/TDL) to improve student learning outcomes. Methods: Pharmacy students in a drug-information co

APA, Harvard, Vancouver, ISO, and other styles

42

Janah, Asifa Dhearul, Desi Wijayanti Ma'rufah, and Maulana Mualim. "Use of Interactive Formative Assessment in an EFL Class Through The Comment Column of Google Classroom." Tarling : Journal of Language Education 6, no. 1 (2022): 21–48. http://dx.doi.org/10.24090/tarling.v6i1.6519.

Full text

Abstract:

Interactive formative assessment was applied in an online teaching-learning. In SMA Annuriyah Bumiayu, an English teacher used Google Classroom in the Comment Column features to apply the online assessment for the EFL students. This study aimed to describe the use, find out the strengths, and discover the weaknesses of interactive formative assessment in the comment column of Google Classroom. This research was descriptive qualitative research. The data were obtained through interviews, observation, and documentation. The data were in the form of interview transcripts, table observation, field

APA, Harvard, Vancouver, ISO, and other styles

43

Mngomezulu, Halalisani, Sam Ramaila, and Thasmai Dhurumraj. "Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives." International Journal of Higher Education 11, no. 3 (2022): 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.

Full text

Abstract:

The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa

APA, Harvard, Vancouver, ISO, and other styles

44

Johnson, Carla C., Toni A. Sondergeld, and Janet B. Walton. "A Study of the Implementation of Formative Assessment in Three Large Urban Districts." American Educational Research Journal 56, no. 6 (2019): 2408–38. http://dx.doi.org/10.3102/0002831219842347.

Full text

Abstract:

In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formati

APA, Harvard, Vancouver, ISO, and other styles

45

Fennell, Francis (SKIP), Barbara Ann Swartz, Beth McCord Kobett, and Jonathan A. Wray. "Classroom-Based Formative Assessments—Guiding Teaching and Learning." Teaching Children Mathematics 21, no. 6 (2015): 325–27. http://dx.doi.org/10.5951/teacchilmath.21.6.0325.

Full text

Abstract:

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) recognizes the need to find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level. And although we know a lot about the importance and potential impact of formative assessment done right and well (NMAP 2008; Black and Wiliam 2010), a disconnect continues to exist among planning, teaching, and assessment—and thus, between teaching and learning—in too many classrooms. Assessment must be linked to the planning and instruction of a lesson—every day—ensuring that lesson a

APA, Harvard, Vancouver, ISO, and other styles

46

Kaur, Kiren. "Formative Assessment in the English Language Classroom: A Review of Diversity and Complexities." English Teacher 52, no. 2 (2023): 49–58. http://dx.doi.org/10.52696/gljp9840.

Full text

Abstract:

Formative assessment has been found to play a significant role in enhancing the effectiveness of classroom learning. However, it is often regarded to be a complex construct given the diversity of definitions and practices associated with it. As teachers play a critical role in the implementation of formative forms of assessment in the English language classroom, this article aims to review and explore some of the diversity and complexities involved in comprehending what formative assessment entails alongside what practices are deemed to be formative. The article argues for the need for teacher

APA, Harvard, Vancouver, ISO, and other styles

47

Ghosh, Rahul, Jagriti Singha, and Alok Gardia. "Formative Assessment Strategies in Social Science Education: A Conceptual Framework for Achieving the Goals of National Education Policy 2020." Asian Journal of Education and Social Studies 51, no. 5 (2025): 395–407. https://doi.org/10.9734/ajess/2025/v51i51927.

Full text

Abstract:

Conventional evaluation techniques often emphasise rote memorisation rather than critical thinking, limiting students' capacity to apply knowledge in practical, real-world contexts. This shift necessitates the adoption of creative assessment methodologies that are more adaptable, holistic, and competency-oriented, as opposed to conventional evaluation methods. This paper introduces a conceptual framework integrating formative assessment methods in the social sciences. This study is a systematic review that examines formative assessment procedures using a qualitative-theoretical approach. Some

APA, Harvard, Vancouver, ISO, and other styles

48

Cerón Urzúa, Claudio Andrés, Ranjeeva Ranjan, Rodrigo Arellano Saavedra, and Andrew Philominraj. "Levels of teacher performance in formative assessment in multigrade and single-grade classrooms." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 579–87. http://dx.doi.org/10.11591/edulearn.v18i2.21154.

Full text

Abstract:

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale qu

APA, Harvard, Vancouver, ISO, and other styles

49

Yılmaz, Sibel Sadi. "Investigation of Traditional and Web 2.0 Supported (A Sample of Kahoot) Formative Assessment and Evaluation in Science Course." Shanlax International Journal of Education 11, S1-Oct (2023): 145–52. http://dx.doi.org/10.34293/education.v11is1-oct.6689.

Full text

Abstract:

The purpose of this study is to examine the views of the course teacher, students’ and participant researcher’s field notes about traditional (smart board, pen and paper, oral) and Web 2.0 supported (A Sample of Kahoot) formative assessment in 5th grade science course. The study employed case study design. The participants of the study were a science teacher, 58 students and a participant researcher. The data of the study were obtained from a semi-structured teacher/student opinion form and field notes consisting of the participant researcher’s observations. The data were analysed descriptivel

APA, Harvard, Vancouver, ISO, and other styles

50

Rushton, Evan, and Seth Corrigan. "Game-Assisted Assessment for Broader Adoption: Participatory Design and Game-Based Scaffolding." Electronic Journal of e-Learning 19, no. 2 (2021): 71–87. http://dx.doi.org/10.34190/ejel.19.2.2143.

Full text

Abstract:

21st Century Standards and the Deeper Learning movement emphasize the ability to think critically and solve complex problems, to work well in teams, and to communicate effectively. While traditional classroom activities can meet these objectives, digital games and simulations provide unique affordances. When designed to incorporate formative assessment functions, games and simulations can capture detailed data on learners’ performances and provide learners with immediate feedback. In spite of their strengths, barriers exist to practitioners’ adoption of game-based and simulation-based formativ

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!