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Journal articles on the topic 'Constructive and formative'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 July 2025

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1

Bodnar, Oleh, and Tetiana Krotova. "CONSTRUCTIVE GEOMETRY IN FORMATIVE DESIGN PRACTICES." Theory and practice of design, no. 27 (2023): 189–96. http://dx.doi.org/10.32782/2415-8151.2023.27.24.

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Hadeli, Hadeli, Martin Kustati, Teuku Zulfikar, Hidayat Al Azmi, and Nalini Arumugam. "Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability." Studies in English Language and Education 10, no. 2 (2023): 649–67. http://dx.doi.org/10.24815/siele.v10i2.29544.

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This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that ded

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Megat, Norziha, Nurazean Maarop, Rasimah Che Mohd Yusop, Norazmah Suhailah Abdul Malek, Suraya Yaacob, and Wan Azlan Wan Hassan. "Implementation of Formative Assessment in Teaching Infographics." Innovative Teaching and Learning Journal 6, no. 2 (2023): 49–58. http://dx.doi.org/10.11113/itlj.v6.96.

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Designing learning instruction or pedagogical activities is one of the elements in constructive alignment. Constructive alignment is needed to assess students’ learning on the concept of infographics. In teaching the concept of infographics with good storytelling, students need to understand the principles and categories of visualization. This concept is quite challenging for students to understand and implement in real situations. Based on the given data, most of the students have used the wrong visualization technique. Therefore, this article provides the explanation on how a formative asses

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Zhang, Lili, and Sukwoo Kim. "Critical Thinking Cultivation in Chinese College English Classes." English Language Teaching 11, no. 8 (2018): 159. http://dx.doi.org/10.5539/elt.v11n8p159.

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Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students’ critical thinking in Chinese college English class context through constructing constructive learning environment, designing flexible instructional strategies, and adopting formative, seamless assessment.

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Bunda, Carmen. "A model of managerial competence in pedagogy. Basic managerial competence – organizational learning." Acta et commentationes: Științe ale Educației 3, no. 29 (2022): 142–51. http://dx.doi.org/10.36120/2587-3636.v3i29.142-151.

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Pedagogical competences are oriented, thus, based on the general and specific objectives of school programs according to which they have the ability to mobilize basic, declarative, procedural and conditional knowledge (value and attitudinal), which support the effectiveness of training, teaching-learning and continuous, formative and formative assessment throughout the activities organized within the educational process. Key managerial skills are: 1. Classification and capitalization of individual and collective aspirations of the class of students; 2. Recognizing and managing the complexity o

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I Dewa Ayu Made Meilani Pramesti. "EXPLORING THE BENEFITS OF FORMATIVE ASSESSMENT IN THE CLASSROOM." Esteem Journal of English Education Study Programme 6, no. 1 (2024): 188–94. http://dx.doi.org/10.31851/esteem.v6i1.16142.

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Formative assessment is an evaluation technique used in the learning context to track students' progress over time and gauge their grasp of the material. This article employs a library research or literature review methodology. This page describes the many forms of formative assessment that can be applied, including exit tickets, quizzes, peer evaluation, class observations, and more. Because formative evaluation offers so many advantages, it should be carried out. By using formative assessment, teachers may better understand their students' needs and comprehension while also empowering them t

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Mishina, M., and G. Mursalyeva. "Psychological and Pedagogical Program “Trajectory of Spirituality” as an Effective Tool in the Professional Activities of Teachers of Educational Institutions." Bulletin of the State University of Education. Series: Psychology, no. 2 (June 18, 2025): 34–46. https://doi.org/10.18384/2949-5105-2025-2-34-46.

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Aim of the study is to teach constructive interethnic dialogue, taking into account the understanding of the role of cultural and psychological differences in the structure of ethnic identity of adolescents.Procedure and methods: the indicators of the components of ethnic identity of students in grades 6–7 from schools in Moscow (Russia) and Ismayilli (Azerbaijan) are analyzed. The research methods were: “The study of ethnic identity” (J. Finney); the method of content analysis of essays on “How do I recognize a Russian/Azerbaijani?”; "Empathy level questionnaire" (I. M. Yusupov), “Self-esteem

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Al-Imamah, Hidayatul Ummah, Nunung Nurjati, Endah Yulia Rahayu, and Nico Irawan. "INNOVATIVE PERSPECTIVE ON FORMATIVE ASSESSMENT; PERCEPTION AND EXPERIENCE OF EFL STUDENTS IN SIDOARJO." Premise: Journal of English Education 13, no. 3 (2024): 1127. https://doi.org/10.24127/pj.v13i3.11015.

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In contemporary secondary EFL (English as a Foreign Language) education, formative assessments play a critical role in enhancing students' language proficiency. This research explores the perceptions and experiences of EFL students in Sidoarjo regarding formative assessment practices. The central research question focuses on how students' perceptions and experiences with formative assessments influence their engagement and language development. Employing a phenomenological approach, qualitative data were collected through in-depth interviews and classroom observations with 25 secondary EFL stu

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Rouiller, Yviane. "L'évaluation formative à l'école: quelle place pour la régulation interactive?" Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 119–33. http://dx.doi.org/10.26034/tranel.1998.2660.

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This contribution tends to clarify the evolution of the concept of formative evaluation. It claims to situe it on a continuum between heavy instrumentation and sharp oriented interactive interventions of the teacher. Some different concretizations of it in teachers' practices are offered. Formative evalutation is presented as a tool susceptible to help teacher, learner and institution to reach optimalization of learning activities at school. Formative evaluation is considered as a help for the teacher beause of the important place accorded to taking in account effective knowledge's appropriati

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Nguyen, Thi Hong Hai. "A Reflective–Formative Hierarchical Component Model of Perceived Authenticity." Journal of Hospitality & Tourism Research 44, no. 8 (2020): 1211–34. http://dx.doi.org/10.1177/1096348020944460.

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Discussions on authenticity have become prominent in tourism research, particularly in the context of heritage tourism and quantitative approaches have become popular methods to investigate authenticity, especially from a tourist’s perspective. Previous studies, however, have failed to include multiple forms of authenticity into a single quantitative scale, as well as to use a formative approach for its measures. This study develops a comprehensive and reliable scale of authenticity, considering its multidimensional complexity and its formative nature. A reflective–formative hierarchical compo

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GASEM, Amina, and Oksana LAHODA. "MULTIDIMENSIONAL FORMATIVE CONTEXT OF CONCEPTUAL DESIGN: THE METHOD OF INVERSIONY." HUDPROM: The Ukrainian Art and Design Journal 26, no. 1 (2024): 18–27. https://doi.org/10.5281/zenodo.15278756.

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This article explores conceptual design in clothing, focusing on the key aspects of the formative process in fashion design and the artistic-compositional application of deconstruction techniques, particu- larly the method of inversion. It examines various interpretations and distinctive characteristics of inversion in design practices from a conceptual perspective. Several types of inversions are identified, differing in their execution and application within fashion design. An analysis of contemporary cloth- ing collections reveals that decorative inversion manifests through the rearrangemen

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Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review VI, no. I (2021): 341–53. http://dx.doi.org/10.31703/gesr.2021(vi-i).34.

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The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/

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Burnier, Isabelle, Diane Bouchard-Lamothe, and Manon Tremblay. "Enseigner les habiletés de l’entrevue médicale à l’aide de patients simulés tuteurs : données d’un projet pilote." Pédagogie Médicale 19, no. 4 (2018): 161–69. http://dx.doi.org/10.1051/pmed/2019024.

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Contexte : L’enseignement et l’apprentissage des habiletés cliniques à l’aide des patients simulés (PS) est une méthode fréquemment utilisée en médecine. Pour répondre aux difficultés de recrutement de médecins tuteurs, les PS peuvent aussi être impliqués comme formateurs pour les examens physiques ou comme examinateurs pour les examens sommatifs. But : Ce projet pilote vise à examiner l’utilisation de patients simulés comme tuteurs (PST) dans les cliniques simulées pour l’apprentissage de l’anamnèse. Méthodes : Une étude multicas comportant la mise en situation dans les cliniques simulées de

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Mat Isa, Che Maznah, Janmaizatulriah Jani, and Nurul Noraziemah Mohd Pauzi. "CONSTRUCTIVE ALIGNMENT FOR TEACHING, LEARNING AND ASSESSMENT IN ENGINEERS IN SOCIETY COURSE." International Journal of Modern Education 7, no. 24 (2025): 850–66. https://doi.org/10.35631/ijmoe.724061.

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Using a systematic constructive alignment, the Engineers in Society course (ECC589) is designed to align with the Engineering Accreditation Council (EAC) Standard 2024. This paper explores the steps in constructive alignment that includes planning, implementation, and assessment within the context of ECC589. In the planning stage, learning outcomes (LOs) are developed to align with program objectives, Bloom's Taxonomy, and sustainable development goals (SDGs). These LOs encompass cognitive and affective domains, ensuring a comprehensive educational approach. The implementation stage focuses on

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Тютюнник, Діана. "Теорія і практика формувального оцінювання на уроках геометрії: огляд закордонних публікацій". Дидактика математики: теорія, досвід, інновації, № 2 (26 грудня 2024): 70–81. https://doi.org/10.31652/3041-2277-2024-2-70-81.

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Formative assessment plays an important role in modern education. Formative assessment is an assessment that takes place throughout the learning process. Therefore, teachers have an important role to play in mastering appropriate approaches to formative assessment. According to previous research, some teachers are unable to understand the role of formative assessment in learning, which prevents them from using it effectively in the classroom. Because of this problem, many researchers have conducted studies related to the practice of formative assessment in schools. The article discusses the pr

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Trujillo, C. J. G., E. O. L. Ramírez, and M. E. U. Ibarra. "Cognitive chronometric assessment of constructive knowledge: an empirical approach to support formative assessment." Journal of Physics: Conference Series 1175 (March 2019): 012133. http://dx.doi.org/10.1088/1742-6596/1175/1/012133.

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Rachmawati, Dwita Laksmita, Yufenti Oktafiah, and Dwi Budiarti. "FORMATIVE ASSESSMENT VS SUMMATIVE ASSESSMENT: A CASE STUDY OF ESP LECTURERS IN UNIVERSITY IN INDONESIA AND THAILAND." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 12, no. 1 (2023): 74–87. http://dx.doi.org/10.26618/exposure.v12i1.10071.

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Providing an assessment and feedbacks are crucial parts for teaching and learning phase as well as for continued growth in the education system. In general, assessing the students’ progress and giving feedbacks as reflections of progress can be done in a variety of ways. The recent research is primarily concerned with how the formative assessment, as the most advantageous and beneficial kind of evaluation can be considered as a sufficient contributor to the instruction process, particularly once followed by genuine constructive feedbacks. This research's findings claimed that the formative ass

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Gabdullina, Sandija. "THE POTENTIAL OF THE ESSAY IN FORMATIVE ASSESSMENT: LITERATURE REVIEW." Education. Innovation. Diversity. 1, no. 6 (2023): 48–53. http://dx.doi.org/10.17770/eid2023.1.7176.

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This scientific research explores the potential of using essays as a formative assessment tool in the context of the competencies approach. The competencies approach emphasises the importance of focusing on learning progress and needs to promote successful learning, thus formative assessment plays a pivotal role in facilitating effective learning. The study highlights the significance of essay writing in promoting critical thinking, problem-solving, and self-directed learning. However, students often perceive essays solely as a means of summative assessment, lacking a comprehensive understandi

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Ahmed, M. Alkaabi, and Ali Almaamari Suhair. "Supervisory feedback in the principal evaluation process." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 503–9. https://doi.org/10.11591/ijere.v9i3.20504.

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The purpose of this qualitative study is to understand how school principals perceive their supervisors’ feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition,  it uses a qualitative case-study design situated within the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council in the United Arab Emirates. The data was collected using several data collection methods, namely interviews, documents,

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ANCA, MONICA IULIANA. "THE FORMATIVE DIMENSIONS OF COOPERATIVE LEARNING." Journal Plus Education 37, no. 1 (2025): 295–301. https://doi.org/10.24250/jpe/1/2025/mia/.

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Cooperative learning is a pedagogical approach that involves pupils and students working together to achieve common goals or accomplish group tasks. The efficacy of cooperative learning as a pedagogical practice is widely acknowledged, with evidence indicating its capacity to facilitate socialisation and learning among students at all levels, from kindergarten to university, and across diverse subject areas. The approach emphasises the importance of pupils and students working together as a unifiedteam in a collaborative and supportive environment. This enables them to provide constructive fee

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Esteve, Olga. "The Pedagogical Imperative for Teacher Educators: A Constructive Reflection." Language Teaching Research Quarterly 46 (October 2024): 146–56. https://doi.org/10.32038/ltrq.2024.46.11.

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A balanced interrelation between theory and practice is still often missing out in many (language) teacher education programs (Esteve, 2018; Lantolf & Esteve, 2019). Hence the need to critically analyze teacher educators’ professional practice and rethink it. This paper presents a deep reflection upon the difficulties and the possibilities of promoting a balanced interrelation between theory and practice in formative practices and is primarily addressed to (language) teacher educators who are willing to engage in a transformative process. Along this process, teacher educators are to become

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Eti, Syeda Kamrunnahar. "The Role of Formative Assessment in Enhancing Writing Skills at the Tertiary Level: A Thematic Review." Bulletin of Advanced English Studies 10, no. 1 (2025): 9–19. https://doi.org/10.31559/baes2025.10.1.2.

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Background: Writing competence is crucial at the tertiary level; however, many students struggle to acquire a certain level of proficiency in writing because of the prevalence of product-oriented learning world-wide. As formative assessment has gained attention as a way to improve writing skills, this paper analyzes the role of formative assessments to enhance writing. Purpose: The purpose of this paper is to conduct a critical evaluation of prevalent research regarding formative assessment and how it fosters improvement in writing skills. Methodology: This study reviews a total of 46 articles

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Ramdhani, Luthfi Ilham, Dinny Devi Triana, and Faisal Madani. "Enhancing Student Learning Outcomes through Formative Assessment: A Systematic Literature Review." Mimbar Ilmu 29, no. 3 (2024): 529–36. https://doi.org/10.23887/mi.v29i3.89840.

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The challenge of low student learning outcomes and the limitations in motivating their active involvement in learning remains a significant issue in various educational contexts. This study aims to analyze the effectiveness of formative assessment as an approach to improving student learning outcomes across different educational levels. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, encompassing the analysis of 30 relevant articles from primary education to higher education. Data collection was conducted by identifying and categorizing relevant articles, the

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Dr. Nazir Ahmad, Zainab Noorani, and Dr. Rozina Sewani. "Exploring Feedback and Assessment Practices: Perspectives from Prospective Teachers." Critical Review of Social Sciences Studies 3, no. 1 (2025): 953–66. https://doi.org/10.59075/c39z2h90.

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Assessment and feedback are essential components of teaching and learning, serving as tools to evaluate progress, guide improvement, and enhance student outcomes. This study examines prospective teachers' perceptions of assessment and feedback in the teaching-learning process. Using purposive sampling, eight prospective teachers from a private college in Karachi, Sindh, participated in the research. Data were collected through semi-structured interviews guided by an interview protocol and analyzed thematically. The findings revealed four key themes: assessment, formative assessment, summative

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Deroncele-Acosta, Angel, Madeleine Lourdes Palacios-Núñez, and Alexander Toribio-López. "Digital Transformation and Technological Innovation on Higher Education Post-COVID-19." Sustainability 15, no. 3 (2023): 2466. http://dx.doi.org/10.3390/su15032466.

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The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology,

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Fitrah, Muh, Muhammad Wajdi, Asrinan Asrinan, et al. "DISCLOSURE OF FORMATIVE ASSESSMENT PRACTICES IN THE MERDEKA CURRICULUM." JURNAL EDUSCIENCE 12, no. 2 (2025): 325–41. https://doi.org/10.36987/jes.v12i2.6899.

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Purpose – This research aims to analyze the experiences of middle school teachers in implementing formative assessment within the Merdeka Curriculum framework.Methodology—A qualitative case study was conducted from August to October at a Middle School in Bima City, West Nusa Tenggara, Indonesia. Ten Teacher Facilitators implementing the Merdeka Curriculum served as respondents. Data were collected through in-depth interviews, direct observations, and document analysis, then validated through triangulation and cross-checking. The data analysis included collection, condensation, display, and con

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Houston, Don, and James N. Thompson. "Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'." Journal of University Teaching and Learning Practice 14, no. 3 (2017): 5–18. http://dx.doi.org/10.53761/1.14.3.2.

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Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in construct

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DANYSKO, O. "DIDACTIC POTENTIAL OF FORMATIVE ASSESSMENT AS A TOOL FOR PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS IN CONDITIONS OF BLENDED LEARNING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 106–12. http://dx.doi.org/10.33989/2075-146x.2022.29.264274.

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The formation of digital pedagogy in conditions of global digitalization leads to a rethinking of educational paradigm and development and implementation of new methods of educational process organizing. These changes primarily concern higher pedagogical education, as the development of digital technologies changes the approaches to the training of future teachers and improving its quality. Blended learning, which has become a traditional way of organizing the educational process in higher educational institutions during the pandemic, has highlighted the problem of finding effective tools to m

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Hashmi, Syed Usman, Syed Qaiser Hussain, Tahira Adeel Zaman, Samra Arshad, and Naeem Akhtar. "CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH." Humanities & Social Sciences Reviews 9, no. 3 (2021): 703–12. http://dx.doi.org/10.18510/hssr.2021.9369.

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Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program. Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female te

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Kamenicky, Michael Austin. "The Dangers of Pentecostal Practice." Journal of Pentecostal Theology 32, no. 1 (2023): 59–72. http://dx.doi.org/10.1163/17455251-32010002.

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Abstract This article reevaluates the formative power of speaking in tongues through dialogue with Lauren Winner’s The Dangers of Christian Practice. It uses Winner’s notion of ‘characteristic damage’, her idea that the characteristic good of a practice can be damaged in unique ways, to engage previous scholarly accounts that have argued for the formative and deformative potential of glossolalia and xenolalia. By juxtaposing these accounts with one another, in light of Winner’s framework, this article seeks to enrich the theological perspective on tongues. Ultimately, its examination of these

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Sehar Mangi, Amjad Ali Rind, and Shazma Nindwani. "Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan." sjesr 6, no. 1 (2023): 196–205. http://dx.doi.org/10.36902/sjesr-vol6-iss1-2023(196-205).

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Mathematics plays a vital role in academics as well as in the everyday lives of individuals. Moreover, it is considered the most complicated and tough academic subject among students due to its complexity. Whereas, in terms of teaching and assessment strategies, mathematical conceptualization is also one of the most challenging aspects among teachers. In the classroom, mostly pedagogical and traditional assessment practices develop students' negative attitudes towards mathematics. Similarly, assessment in mathematics is an integral part of teaching and learning, but it is usually viewed as a p

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Veiga Díaz, María Teresa, and Marta García González. "Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning." Meta 61, no. 2 (2016): 276–98. http://dx.doi.org/10.7202/1037760ar.

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For the last 15 years, higher education has dramatically changed in terms of its mission and modes of delivery, involving many changes in how teachers approach course design and implementation, mainly because the final aim of learning is no longer the transmission of knowledge but the acquisition of competences for professional practice that promote graduates’ employability. One of the most affected processes has been evaluation, insofar as assessing these competences requires using strategies beyond the mere evaluation of declarative knowledge. Traditionally, evaluating in translation degrees

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SAMAR, Anhelina, and Yuliia PRYDETKEVYCH. "FORMATIVE ASSESSMENT OF STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY CLASSES." Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 29 (December 14, 2023): 24–29. http://dx.doi.org/10.32626/2307-4507.2023-29.24-28.

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The article identifies the main methodological approaches to formative assessment of higher education students’ learning achievements in chemistry teaching. Formative assessment, considered as assessment to improve learning, is envisaged by the concept of modern education, which determines a change in the approach to assessment. The use of this type of assessment in higher education does not have such a wide range of applications compared to general secondary education, but in recent years teachers have increasingly noted its advantages working with students. Higher education can use a variety

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Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson, and Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review." BMJ Open 11, no. 2 (2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.

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ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nur

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Atiyah, Atiyah. "DAMPAK ASESMEN FORMATIF TERHADAP PENGEMBANGAN KARAKTER DISIPLIN DALAM PEMBELAJARAN KELAS 4 MI SALAFIYAH DADIREJO." STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran 5, no. 2 (2025): 122–29. https://doi.org/10.51878/strategi.v5i2.5402.

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This study aims to analyze the impact of implementing formative assessment on the development of disciplinary character of grade 4 students of MI Salafiyah Dadirejo. Formative assessment, which focuses on providing continuous feedback, is hypothesized to foster awareness of responsibility and compliance with rules, which are the main indicators of disciplinary character. The research method used is descriptive qualitative with a case study approach. Data were collected through participatory observation, in-depth interviews with teachers and students, and analysis of learning documents. The res

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Абдикаева, Айгуль, and А. Abdrakhmanova. "THE FORMATION OF A SUIT ON THE EXAMPLE OF THE APPLICATION OF THE PRINCIPLE OF CLASSICAL SYMMETRY." ATU Design Science 3, no. 2 (2025): 33–40. https://doi.org/10.63464/3079-3394-2025-2-33-40.

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The article discusses the shaping process in a suit based on the use of elements and details of clothing according to the principle of classical symmetry. The study uses a constructive method of shaping, which makes it possible to obtain variable solutions of costume shapes with specified properties, original proportions and accents. The patterns of transformation of elements and details considered by the example according to the principle of classical symmetry are presented as a multilevel system with the identification of large and small components and connections of formative units that pla

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Elizabeth, Guadalupe, Angel Garcia-Collantes, and Rafael Manuel. "Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students." European Journal of Educational Research 12, no. 2 (2023): 837–50. http://dx.doi.org/10.12973/eu-jer.12.2.837.

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<p style="text-align: justify;">Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as

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Wahid, Muhammad Iqbal, and Sadia Khan. ""Two stars and a wish": a feedback strategy for reflective learning in medical education." Journal of Rehman Medical Institute 11, no. 2 (2025): 38–40. https://doi.org/10.52442/jrmi.v11i2.953.

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Feedback plays a pivotal role in medical education by enhancing learners’ knowledge, clinical skills, and professional growth. Despite its importance, both learners and educators frequently encounter challenges in giving and receiving feedback effectively. "Two Stars and a Wish" is an innovative, learner-centered strategy designed to provide structured, formative feedback in a simple yet powerful format. It involves offering two positive comments (the "stars") and one constructive suggestion for improvement (the "wish"). This approach cultivates reflective practice, critical thinking, and the

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García Botero, Jacqueline, Margarita Alexandra Botero Restrepo, and Martha Luz Valencia Castrillón. "Competencia Comunicativa Intercultural: desafíos desde la evaluación Autores/as." Revista Digital de Educación Discimus 3, no. 2 (2024): 11–20. https://doi.org/10.61447/20241201/art01.

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The concept of evaluation, in the educational context, has evolved throughout history and different generations have given it various functions - from a positivist approach to a constructive and participatory approach-. Therefore, it is important to reflect on the need for an evaluation that adapts to the changes of the contemporary society and promotes inclusivity, equity and students’ learning and that is also positioned in a reflection-action-reflection approach. Regarding foreign language teaching, intercultural communicative competence should be approached through a formative and authenti

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Роман, Кикта. "Творчість Михайла Дзиндри: джерела та розвиток пластичної концепції". ВІСНИК Львівської національної академії мистецтв., № 31 (10 травня 2017): 271–83. https://doi.org/10.5281/zenodo.573924.

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The article reviews the work of Ukrainian emigrant sculptor M. Dzyndra whose works emerge as a spectacular example of modern thinking through archetypes of their authentic consciousness. The article presents the artist's biographical data for a deeper understanding of his life. Also characterizes the stages of formative development of sculptor’s artistic touch, tracks parallels and hallmarks in the compositions and plastic solution through characteristics of certain works of M. Dzyndra and G. Moore. Abstract, abstract-constructive, abstract-architectonic, geometrical by its form, amorphous and

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Ombay, Theodosi, Sikutegemea Kikomelo, and Wilson Daniel. "Secondary School Biology Teachers’ Knowledge and Practices of Formative Assessment in Tanzania." Central European Journal of Educational Research 6, no. 1 (2024): 10–19. http://dx.doi.org/10.37441/cejer/2024/6/1/13389.

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Using formative assessment (FA) practices in teaching and learning is essential to understanding students’ learning and making informed decisions about students’ academic performance. This study examined secondary school biology teachers’ knowledge and practices of FA in Tanzania. Using a mixed-methods research approach and convergent mixed-methods research design, the study employed simple random and purposive sampling techniques to select the study area and teachers, respectively. A questionnaire and observation checklist used to collect data from 55 teachers in secondary schools. The Statis

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Jhantasana, Chanta. "Composite Analysis of Mobile Banking Usage: Dimension and Construct Effect." Asia Social Issues 15, no. 5 (2021): 252257. http://dx.doi.org/10.48048/asi.2022.252257.

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This study explores the dimension and construct effect of mobile banking usage on customer satisfaction and loyalty. The research done in previous studies only considered a dimensional or constructive effect. But the construct model cannot be expressed as a dimensional effect. Furthermore, the dimension connection cannot be defined as a construct effect. As a result, both levels should be subjected to hypothesis testing. Mobile banking usage model is measured using a composite model and a formative-formative type for second-order constructs, while customer satisfaction and loyalty are measured

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Alkaabi, Ahmed Mohammed, and Suhair Ali Almaamari. "Supervisory feedback in the principal evaluation process." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 503. http://dx.doi.org/10.11591/ijere.v9i3.20504.

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The purpose of this qualitative study is to understand how school principals perceive their supervisors’ feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case study design situated within the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council in the United Arab Emirates. The data was collected using several data collection methods, namely interviews, documents, and field notes.

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Sorokoumova, Galina. "TEACHING SOCIALLY ACCEPTABLE FORMS OF ACHIEVING SOCIAL SUCCESS AS PREVENTION OF ADOLESCENT BULLYING." Child in a Digital World 1, no. 1 (2023): 121. http://dx.doi.org/10.61365/forum.2023.098.

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The article discusses the system of bullying prevention: levels, institutions and methods of prevention. Special attention is paid to the fi rst level of prevention: the formation of public rejection of any violence, “social immunity” to bullying, trusting and constructive relationships between participants in the educational process, teaching socially acceptable forms of achieving social success. It also describes the study of the possibility of teaching adolescents socially acceptable forms of achieving social success and the infl uence of the formative program on reducing aggression and inc

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Hamna Khalid, Nasir Chaudhary, Nawal Asif, Ayesha Mahmood, and Zahid Kamal. "Mini-CEX as a formative assessment tool for undergraduate medical students in ophthalmology." Journal of the Pakistan Medical Association 74, no. 12 (2024): 2160–63. http://dx.doi.org/10.47391/jpma.9890.

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Mini-clinical evaluation exercise is a compound tool that allows assessment and feedback from a knowledgeable assessor. When it is conducted during clinical rotations, it gives the margin of improvement in skills via constructive feedback. The current study was planned to assess if mini-clinical evaluation exercise is an effective assessment tool. Starting from January 15, 2022, 80 medical students of the 4th year were enrolled, with 40(50%) of them having had conventional rotation of one month, and the other 40(50%) having had to exposure to mini-clinical evaluation exercise mini-CEX during t

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Bhati, Abhishek, and Insu Song. "New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (2019): 179. http://dx.doi.org/10.3991/ijet.v14i07.9173.

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Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with st

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Sabatini, Gabriela Ines, and Pedro Miguel Salminci. "Paisajes aldeanos de la cuenca del río Anillaco, Castro Barros, La Rioja (ca.300-800 D.C.). Resultados preliminares." Revista del Museo de Antropología 10 (July 26, 2017): 7. http://dx.doi.org/10.31048/1852.4826.v10.n0.13521.

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<p>Presentamos los resultados de un diseño de prospección de cobertura total del piedemonte de Anillaco, Castro Barros (La Rioja). Empleamos Sistemas de Información Geográfica (SIG) como herramienta espacial para identificar los paisajes aldeanos.<br />Nos focalizamos en las trayectorias temporales con el fin de comprender la dinámica ocupacional de las comunidades que habitaron el área entre 300 y 800 D.C.<br />Planteamos la configuración de dos diferentes momentos constructivos durante el período Formativo local, como reflejo de un uso continuo del espacio y de diferentes e

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Efimova, S. V. "Organizational and pedagogical basis for building professional and pedagogical outlook of HEI students." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 37–43. http://dx.doi.org/10.36906/2311-4444/19-1/06.

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The article is devoted to the issues of organizational and pedagogical basis for building professional and pedagogical outlook of HEI students. The purpose of the research is to study the distinct manifestation of the students’ professional and pedagogical outlook. To facilitate the research, questionnaire methods, summative and formative assessment were used. The degree of distinct manifestation of the professional and pedagogical outlook was determined by the method ‘The degree of the manifestation of professional and pedagogical outlook’. Based on the structure of pedagogical activity (acco

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Bhandari, Bhim Lal, and Arun Kumar Kshetree. "Teachers’ Experience on the Contributions of Formative Assessment in Students’ Learning." Kalika Journal of Multidisciplinary Research 2, no. 1 (2024): 16–34. http://dx.doi.org/10.3126/kjmr.v2i1.71048.

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Assessment is one of the significant and inherent parts of teaching to improve the entire teaching-learning activities. It is also an essential component of language teaching which provides feedback to teachers and learners. This paper aims to explore teachers’ experiences with the contributions of formative assessment in students’ learning and the problems that they face in implementing it. To accomplish the objectives, we used the narrative inquiry research approach. To capture the participants' life experiences of FA, four English instructors from four community schools in Rupandehi were pu

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Sahoo, Soumendra, and Rashmirekha Sahoo. "Assessing PBL in PBL spirit." International Journal of Transformative Health Professions Education 2, no. 2 (2024): 18–21. https://doi.org/10.71354/ijthpe.02.02.40.

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It is important to design the assessment of problem-based learning (PBL) aligning to its learning process and outcomes defined. One is to assess the end of a learning process and report on a student’s learning, which is called summative assessment. The formative assessment is used through the collection of data along the course of a student’s learning journey, to appraise current performance and adjust the learning as well as instruction. Any assessment instrument applied for PBL should support the central concept of PBL, which is contextual learning, constructive learning, & collaborative

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