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Journal articles on the topic 'Formative assessment and regulatory evaluation practices'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Kicherova, M. N., M. Yu Semenov, and E. V. Zyuban. "Qalification assessment practices: new possibilities and constraints." Education and science journal 23, no. 7 (2021): 71–98. http://dx.doi.org/10.17853/1994-5639-2021-7-71-98.

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Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research.Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obta

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Savka, O. G., M. N. Gusarova, S. V. Sumina, Y. O. Knyazev, and D. A. Bezrukov. "Model of formation of digital competences in implementing higher education programs." Russian Technological Journal 10, no. 6 (2022): 78–90. http://dx.doi.org/10.32362/2500-316x-2022-10-6-78-90.

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Objectives. The paper presents and analyzes a model for the formation and evaluation of digital competencies in students. The model is aimed at the implementation of higher education programs for training specialists not directly working in IT, but whose activities are directly related to using ready-made digital products. Digital competences imply an ability to confidently, effectively, and safely select and apply information and communication technologies in various life practices including researching and critically analyzing information, using digital devices and accessing social network f

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Kondrakhina, N. G., and O. N. Petrova. "EP classroom evaluation practices in higher educational institutions." Humanities and Social Sciences. Bulletin of the Financial University 13, no. 2 (2023): 78–83. http://dx.doi.org/10.26794/2226-7867-2023-13-c-78-83.

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The paper approaches the issue of foreign language teachers’ classroom evaluation activity also known as formative assessment. The authors review the distinctions between conventional and formative assessment techniques and prove that formative assessment has certain advantages. It can be successfully used to evaluate the current students’ progress long before examination and to take timely organizational and methodological corrective actions. Such type of assessment is student-centric, provides an individual approach to training, produces a positive effect on classroom environment, specifical

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Udovenko, I., V. Goi, and V. Khariv. "INTERNATIONAL PRACTICE AND STANDARDS OF LAND VALUATION AND THEIR IMPACT ON THE LAND PLOTS MARKET PRICE." Municipal economy of cities 1, no. 182 (2024): 151–58. http://dx.doi.org/10.33042/2522-1809-2024-1-182-151-158.

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The article analyses international practices and land valuation standards, highlighting their significance in forming market prices for land plots. The authors consider the importance of harmonising national valuation standards with international ones, which will be an essential step toward ensuring transparency, fairness, and efficiency in the land market. The focus is on the impact of internationally recognised standards such as IVS, RICS, and TEGoVA on the land pricing process in different countries. The article discusses in detail the mechanisms through which standardised evaluation method

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Gajda, Waldemar. "LEGAL FOUNDATIONS FOR DEVELOPING ANTI-FRAUD POLICIES IN ENTERPRISES: CHALLENGES AND PERSPECTIVES." Public Administration and Law Review, no. 2(22) (June 30, 2025): 90–98. https://doi.org/10.36690/2674-5216-2025-2-90-98.

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In today’s global economic landscape, the proliferation of fraud poses a critical challenge to enterprises, demanding robust preventive strategies anchored in legal foundations. The formation of anti-fraud policies is not only an ethical imperative but also a legal necessity that reflects the evolving demands of corporate governance and regulatory compliance. The article seeks to investigate the legal infrastructure supporting anti-fraud initiatives in corporate settings and to analyze the multifaceted barriers that hinder their practical implementation. The relevance of the topic is driven by

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Hendrickson, Katie A. "Sound Off!: Learning from Finland: Formative Assessment." Mathematics Teacher 105, no. 7 (2012): 488–89. http://dx.doi.org/10.5951/mathteacher.105.7.0488.

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This article examines the use of formative assessment practices in Finland classrooms, including intervention, teacher feedback, and student self-evaluation, and explores connections between standardized testing and formative assessment.

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Korvat, Olena. "Improvement of regulatory and legal provision of innovative activity accounting." Law and innovations 46, no. 2 (2024): 169–78. http://dx.doi.org/10.37772/2518-1718-2024-2(46)-26.

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Problem setting. The scientific work is devoted to the problems of normative and legal acts of Ukraine, which determine the foundations for the formation of the accounting system of innovative activity. In connection with the separate state regulation of the innovative sphere of the economy, the conduct of state statistical observations on the creation and implementation of innovations, innovative activity requires analytical accounting and further assessment of its state and effectiveness both at the level of enterprises and at the level of the state. Analysis of recent researches and publica

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Manzoor, Shabana, Rakhshanda Naeem, and Ayesha Rehman. "Formative Assessment Practices, University Teachers and Students’ Perceptions." Pakistan Journal of Humanities and Social Sciences 11, no. 1 (2023): 418–25. http://dx.doi.org/10.52131/pjhss.2023.1101.0361.

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The present study aims to determine the major differences in student’s opinions towards formative assessment across universities. The study also wanted to understand the university teacher’s perception and their role in implementing the formative assessment in their classroom and to see the university teacher’s perception towards the impact of usefulness of formative assessment. The study used quantitative research design. Data was collected from four hundred students and one hundred teachers from four different universities of Lahore by using simple random sampling technique. An adapted form

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Kadau, Ibrahimu, and Asha Mussa Mallya. "Examining Formative Assessment Practices in Mathematics in Primary Schools: China and Tanzania Comparative review." APLIKATIF: Journal of Research Trends in Social Sciences and Humanities 2, no. 1 (2023): 51–58. http://dx.doi.org/10.59110/aplikatif.v2i1.222.

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Evaluation plays an enormous role in the teaching and learning process. Being aware of this, both China and Tanzania use formative assessment to meet the ‎requirements of competence-based curricula especially in mathematics at primary school level. ‎Therefore, the purpose of this study was to look into the formative assessment practices, nature, ‎challenges in mathematics used by Chinese and Tanzanian primary schools. This report used ‎documentary analysis to consult articles, dissertations, and books found in different electronic ‎journals such as ERIC and Science Direct and deem them to have

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Prastikawati, Entika Fani, Moses Adeleke Adeoye, and John Charles Ryan. "Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education." Indonesian Journal on Learning and Advanced Education (IJOLAE) 6, no. 2 (2024): 230–53. http://dx.doi.org/10.23917/ijolae.v6i2.23431.

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The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system.

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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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Shazia Abbasi. "A Comparative Analysis of Institutional Practices for The Evaluation in Teachers’ Education Programs." Propel Journal of Academic Research 1, no. 2 (2022): 26–42. http://dx.doi.org/10.55464/pjar.v1i2.17.

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It was aimed and claimed during the teacher education curriculum reform in Pakistan 2010, that formative and summative assessment and evaluation will be improvised at teacher education institutions, to meet the quality of teacher education programs. The study at hand was conducted in two provinces of Pakistan to review the assessment practices within new four years teacher education programs offered between 2010 -2018 in two provinces –Punjab and Khyber Pakhtunkhwa. Teachers, students, and heads of the institutions were included in the sample of study. Mixed method research design was opted to

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Schafer, Adam G. L., Victoria M. Borland, and Ellen J. Yezierski. "Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”." Chemistry Education Research and Practice 22, no. 2 (2021): 457–75. http://dx.doi.org/10.1039/d0rp00179a.

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Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to requir

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Mngomezulu, Halalisani, Sam Ramaila, Umesh Ramnarain, and Thasmai Dhurumraj. "Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 10 (2024): em2524. http://dx.doi.org/10.29333/ejmste/15472.

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Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through q

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Alghamdi, Anwar A. "Medication Safety in Saudi Arabia: Evaluating the Current Situation and Identifying the Areas for Improvement." Pharmacy 13, no. 2 (2025): 50. https://doi.org/10.3390/pharmacy13020050.

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Drug safety is crucial in healthcare, ensuring the secure and effective administration of medications to protect patient welfare. Drug and medication safety is a major concern among Saudi healthcare providers, with numerous studies outlining the incidence of medication errors and the need for enhanced safety standards. This review will examine the existing level of drug-related safety in Saudi Arabia, categorizing the areas for improvement and highlighting concepts to improve safety practices. The overview discusses the history and evolution of pharmaceutical safety procedures, the present reg

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LIVOSHKO, Tetiana. "MONITORING ACCORDING TO ESG PRINCIPLES AND ITS IMPACT ON THE COMPETITIVENESS OF BUSINESS ENTITIES." Herald of Khmelnytskyi National University. Economic sciences 310, no. 5(1) (2022): 158–64. http://dx.doi.org/10.31891/2307-5740-2022-310-5(1)-26.

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The article defines that in recent years, the realization that certain corporate risks, such as environmental, social practices and corporate governance, can significantly affect the value of the enterprise, its competitiveness and development strategy in the long run. Today, the world is united to solve global problems of the present, which can be solved through the introduction of the latest technologies and a progressive approach to business assessment. The authors emphasize the importance of ESG-investing in the process of transformation into a low carbon economy and its impact on the comp

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LIVOSHKO, Tetiana. "MONITORING ACCORDING TO ESG PRINCIPLES AND ITS IMPACT ON THE COMPETITIVENESS OF BUSINESS ENTITIES." Herald of Khmelnytskyi National University. Economic sciences 314, no. 1 (2023): 60–66. http://dx.doi.org/10.31891/2307-5740-2023-314-1-8.

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The article defines that in recent years, the realization that certain corporate risks, such as environmental, social practices and corporate governance, can significantly affect the value of the enterprise, its competitiveness and development strategy in the long run. Today, the world is united to solve global problems of the present, which can be solved through the introduction of the latest technologies and a progressive approach to business assessment. The authors emphasize the importance of ESG-investing in the process of transformation into a low carbon economy and its impact on the comp

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Acharya, Bed Raj. "Assessment Practices in Mathematics Courses: Towards Dialectical Positioning." Interdisciplinary Research in Education 4, no. 2 (2019): 149–61. http://dx.doi.org/10.3126/ire.v4i2.27932.

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This article aims to explore the perception and practices of mathematics teachers on assessment system in mathematics courses. I adopted interpretive research approach. Three schools each from Gorkha, Nuwakot and Kaski district were selected for study. Six students, three teachers, three head teachers, and three resource persons were the interviewees of the study. I observed classrooms and conducted FGDs for collecting textual information. The data was generated from these different sources of each school have been verified and critically analyzed through triangulation and generate themes. It

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Chamisah. "The Power of Evaluation: Transforming Teaching and Learning." JURNAL ILMIAH MAHASISWA 2, no. 1 (2024): 76–91. https://doi.org/10.22373/jim.v2i1.582.

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Evaluation is a fundamental component of the educational process, essential for measuring and improving student learning. This study explores the multifaceted role of evaluation, emphasizing formative and summative assessments, technological integration, and reflective practices. Formative assessments offer real-time feedback, allowing educators to adapt instruction and address learning gaps, while summative assessments provide a comprehensive overview of student achievements at the end of instructional periods. The integration of technology into evaluation practices enhances data collection a

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Adeilton de Oliveira Andrade, Emanuel. "FORMATIVE ASSESSMENT AND THE INTERACTION BETWEEN TO AND RRS IN MATHEMATICS TEACHING." Journal of Interdisciplinary Debates 4, no. 04 (2023): 307–24. http://dx.doi.org/10.51249/jid.v4i04.1729.

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This article investigates how Formative Assessment can be influenced by Objectification Theory (OT) and how alternatives to traditional assessment can consider the ethical and subjective development of students. The analysis is carried out in the context of mathematics teaching in the 7th grade of Elementary School, focusing on the relationships between OT and RRS. To achieve this goal, we have outlined specific objectives that include the analysis of existing assessment practices, the proposition of training strategies, the incorporation of RRS in assessment, and the assessment of the impact

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Lajane, Halima, Rachid Gouifrane, Mounir Arai, Rabia Qaisar, Ghizlane Chemsi, and Mohamed Radid. "Mobile Technology for Learning Assessment: Design Process for the NursE-Quiz Mobile Application." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 10 (2023): 228–41. http://dx.doi.org/10.3991/ijim.v17i10.37053.

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This paper traces the development of a mobile application designed to simplify and support learning in nursing education. This application is based on the principles of dynamic formative evaluation, a method that encourages student involvement in the formative assessment process and supports student learning through formative feedback. A formative assessment model was derived from these principles and informed the application’s design. This mobile application project, which ran from February to September 2020, aimed to contribute to the improvement of formative assessment practices through the

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Özer Özkan, Yeşim, and Metin OZKAN. "Decoding Teachers' Dilemma: Unveiling the Real Obstacles to Implementing Formative Assessment in the Classroom." Journal of Qualitative Research in Education, no. 41 (January 31, 2025): 95–118. https://doi.org/10.14689/enad.41.2062.

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This study aims to explore the barriers that prevent teachers from frequently and effectively using formative assessment approaches in classroom practices. The study employs a phenomenological design, as it seeks to reveal the current state of formsative assessment practices in classrooms based on teachers' experiences and perspectives. The group consists of 24 teachers selected through purposive sampling. Data were collected through semi-structured interview forms. Thematic analysis was employed to analyze the qualitative data. The findings indicate that teachers use formative assessments to

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Manfaat, Budi, and Herny Novianti. "Formative Assessment Instrument to Enhance Teachers' Information Literacy Skills Based on the DIKW Theory." Journal of General Education and Humanities 4, no. 1 (2025): 103–16. https://doi.org/10.58421/gehu.v4i1.350.

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This study explores the integration of the DIKW (Data, Information, Knowledge, Wisdom) framework into formative assessment practices to enhance teachers' information literacy skills. Utilizing a design-based research (DBR) methodology, we developed and tested a formative assessment instrument specifically aimed at improving teachers' competencies in navigating and utilizing information effectively. The research investigates how the DIKW model can scaffold specific dimensions of information literacy, including critical evaluation of information sources, effective synthesis of information, and p

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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.

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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

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Atika, Yova, Yessy Rahmaniar, Muslim, Deri Wanto, and Mirzon Daheri. "Formative Test Analysis Of Islamic Religious Education Learning Evaluation Practices (Study At SMP Negeri 1 Muara Kemumu)." Indonesian Journal of Pedagogy and Teacher Education 1, no. 2 (2023): 38–42. http://dx.doi.org/10.58723/ijopate.v1i2.113.

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The purpose of formative assessments is to monitor and enhance the learning process while assessing the attainment of learning goals. The purpose of this research is to examine formative assessments on assessment procedures in Islamic Religious Education classes at SMP Negeri 1 Muara Kemumu. This study employs a particular kind of field research. This study use a qualitative descriptive method to explain or characterize a phenomenon. The Islamic Education instructor at SMP Negeri 01 Muara Kemumu is the focus of the study. Subsequently, lesson plans and question sheets are acquired from instruc

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Hopfenbeck, Therese N., Inger Throndsen, Svein Lie, and Erling Lars Dale. "Assessment with Distinctly Defined Criteria: A Research Study of a National Project." Policy Futures in Education 10, no. 4 (2012): 421–33. http://dx.doi.org/10.2304/pfie.2012.10.4.421.

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This article explores changes in teachers' beliefs and practice concerning assessment after participating in a project for improving assessment practices in Norwegian schools. The project was initiated by the Norwegian Directorate for Education and Training in 2008, and included a total of 77 schools, more than 600 teachers and a sample of their students. The main idea was to develop formative assessment practices in the classroom in the form of distinct criteria for clarification of how to reach curriculum goals. Furthermore, the project intended to increase students' motivation by using such

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DYBA, Mykhailo, Iuliia GERNEGO, and Mykhailo V. DYBA. "Initiatives of international organizations for the development of sustainable financing tools." Fìnansi Ukraïni 2023, no. 8 (2023): 60–80. http://dx.doi.org/10.33763/finukr2023.08.060.

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Introduction. The COVID-19 pandemic and the full-scale invasion of the Russian Federation have created many difficulties for doing business in Ukraine. However, despite the existing challenges, representatives of domestic business continue to adhere to the standards of sustainable development. In turn, financial institutions, as well as the financial regulator, continue to stimulate mechanisms and develop trends in sustainable financing. Thus, the National Bank presented the Policy on the development of sustainable financing for the period until 2025. The development of the policy was carried

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Ong, Kai Li, Khairunnisa Fatini Abd Jalil, Haris Danial Hisham, Nur Syazana Mohamad Kasim, Faridah Idris, and Siti Khadijah Adam. "Lecturers’ Beliefs and Perceptions on Formative Assessment and Their Practice in Training Medical Students in a Malaysian University." BMSC 19, s12 (2023): 22–28. http://dx.doi.org/10.47836/mjmhs.19.s12.4.

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Introduction: Formative assessment refers to frequent evaluation of student attainment to identify learning needs. It is crucial for the development of soft skills and improvement in learning progress in the classroom. However, the practice is still lacking and undervalued in medical education. This study aims to determine the level of beliefs and perceived practices of formative assessment among lecturers teaching undergraduate medical programme in a Malaysian university. Methods: A self-administered 27-item questionnaire was distributed to 62 lecturers in a medical school in Selangor, Malays

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Han-Awon, Marivic, Michael Velez, Noraifa Rominimbang, Almayra Ali, and Amer Rominimbang. "Practices of Ensuring Validity and Reliability of the Assessment Tools among the Secondary Schools in Selected Divisions of Region X Philippines." Psychology and Education: A Multidisciplinary Journal 25, no. 8 (2024): 980–91. https://doi.org/10.5281/zenodo.13837550.

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This research aimed to investigate the practices employed by school teachers in selected divisions of region 10 to ensure the validity and reliability of assessment tools. The study explored the types of assessment tools used for formative and summative evaluations, teachers' practices in ensuring validity and reliability, challenges faced, and proposed interventions. The methodology involved a descriptive-qualitative approach, utilizing a non-probability sampling technique for selecting participants through interview questions conducted via online video conferencing. Thematic analysis was app

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Ajogbeje, O. J., O. O. Boris, and U. E. Ekiugbo. "The Pros and Cons of Online Assessment in Higher Education." Advances in Multidisciplinary & Scientific Research Journal Publications 37 (October 30, 2023): 171–84. http://dx.doi.org/10.22624/aims/accracrossborder2023v2p2p33.

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Nowadays, many universities and colleges use some combination of online and blended learning methods. Teachers need to re-evaluate assessment, student development, and instruction while working in non-traditional contexts. Questions like, "How does formative assessment work in an online learning environment?" and "How reliable and efficient is the assessment in achieving the set goals?" are examples of such concerns. It is of equal importance to consider how formative evaluation could enhance online pedagogical methods for instructors and students. The researchers in this study looks at the be

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Bellido-García, Roberto Santiago, Carlos Oswaldo Venturo-Orbegoso, Alejandro Cruzata-Martínez, Edith Beatriz Sarmiento-Villanueva, José Corro-Quispe, and Luis Gerardo Rejas-Borjas. "Involvement of the student in their learning: Effects of formative assessment on competency development." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 5 (2024): em2440. http://dx.doi.org/10.29333/ejmste/14453.

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The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies,

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Panorkou, Nicole, and Jennifer L. Kobrin. "Enhancing Teachers' Formative Assessment Practices Through Learning Trajectory-Based Professional Development." Mathematics Teacher Educator 5, no. 2 (2017): 178–201. http://dx.doi.org/10.5951/mathteaceduc.5.2.0178.

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This research study was designed to evaluate the extent to which professional development (PD) designed around a learning trajectory (LT) on geometric measurement of area was successful in helping teachers use the LT to conduct formative assessment. Six 3rd-grade teachers from the Midwest participated in 20 hours of PD centered on the LT. Data to evaluate the PD were obtained from a set of questionnaire prompts administered before and after teachers' participation in the PD. The results suggest that teachers increased their ability to elicit and interpret student thinking and use assessment re

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El Filali, Saadia, Jalal Assermouh, Khadija El Yaakoubi, and Oumaima Morabite. "The role of formative evaluation in the teaching/learning process at ISPITS in Morocco: Exploratory study of teachers involved in the health environment option." E3S Web of Conferences 412 (2023): 01043. http://dx.doi.org/10.1051/e3sconf/202341201043.

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Formative evaluation (FE) of teaching and learning (TL) is a pedagogical innovation in many educational systems around the world, such as Switzerland, France, and Quebec. In Morocco, the Higher Institutes for Nursing and Health Technology (ISPITS) has introduced FE into its training curriculum, including the Health and Environment (HE) option. Our exploratory study of teachers of this option at ISPITS (N = 60) aims to examine the current state of practices relating to this type of assessment at these institutes. The results of this research revealed that 75% of teachers do not use formative as

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Nur Atika Alias, Lumanatul Latifah, and Madona Agustin Sari. "Peran Asessment dan Evaluasi Pendidikan terhadap Akreditasi Sekolah." Bhinneka: Jurnal Bintang Pendidikan dan Bahasa 3, no. 1 (2024): 67–79. https://doi.org/10.59024/bhinneka.v3i1.1134.

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Accreditation is an important thing in an effort to obtain information about the real conditions of an educational institution based on minimum standards that have been set towards targeted educational planning. This research aims to determine the role of educational assessment and evaluation on school accreditation. The research method used is descriptive qualitative which describes in detail the topics discussed in this research. The research results illustrate several roles of educational assessment and evaluation in school accreditation, namely measuring the competencies of students, suppo

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Otero-Saborido, Fernando M., Antonio J. Sánchez-Oliver, Moisés Grimaldi-Puyana, and José Álvarez-García. "Flipped learning and formative evaluation in higher education." Education + Training 60, no. 5 (2018): 421–30. http://dx.doi.org/10.1108/et-12-2017-0208.

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Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The re

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Ololade Elizabeth Adewusi, Nancy Mohd Al Hamad, Ife Jesuseun Adeleke, Udochukwu Chidiebere Nwankwo, and Godson Chinenye Nwokocha. "ASSESSMENT AND EVALUATION IN ADAPTIVE EARLY CHILDHOOD EDUCATION: A COMPREHENSIVE REVIEW OF PRACTICES IN NIGERIA." International Journal of Applied Research in Social Sciences 5, no. 8 (2023): 292–307. http://dx.doi.org/10.51594/ijarss.v5i8.580.

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This review paper explores the assessment and evaluation practices within Nigerian early childhood education (ECE). Nigeria's unique cultural diversity, resource constraints, and educational landscape necessitate a nuanced exploration. The paper scrutinizes assessment methods, stakeholder involvement, challenges, and innovative solutions. Implications underscore the need for equitable access, cultural sensitivity, professional development, community engagement, and inclusivity. Recommendations advocate for policy reform, resource investment, cultural competence, research collaboration, transpa

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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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Janah, Hafsa, Ahmed Hamdani, Jabran Daif, Khadija El-Kababi, Said Benmokhtar, and Said Belaaouad. "LIFE AND EARTH SCIENCES FORMATIVE ASSESSMENT PRACTICES IN MOROCCAN HIGH SCHOOL: A TEACHER’S POINT OF VIEW." Journal of Southwest Jiaotong University 56, no. 4 (2021): 356–65. http://dx.doi.org/10.35741/issn.0258-2724.56.4.31.

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This study explores the opinions of life and earth sciences teachers about the obstacles related to their formative assessment practices and their suggestions and proposals susceptible to resolving the problem. As part of the skills-based approach, we also want to check the remediation practices - being a necessity - with teachers going through the devices used to reach the limits of this phase. We used a questionnaire addressed to one hundred and fifteen teachers of life and earth sciences working in high schools located in Casablanca and El Jadida Cities (Morocco). The major obstacles encoun

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Janah, Hafsa, Ahmed Hamdani, Jabran Daif, Khadija El-Kababi, Said Benmokhtar, and Said Belaaouad. "LIFE AND EARTH SCIENCES FORMATIVE ASSESSMENT PRACTICES IN MOROCCAN HIGH SCHOOL: A TEACHER’S POINT OF VIEW." Journal of Southwest Jiaotong University 56, no. 4 (2021): 356–65. http://dx.doi.org/10.35741/issn.0258-2724.56.4.31.

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This study explores the opinions of life and earth sciences teachers about the obstacles related to their formative assessment practices and their suggestions and proposals susceptible to resolving the problem. As part of the skills-based approach, we also want to check the remediation practices - being a necessity - with teachers going through the devices used to reach the limits of this phase. We used a questionnaire addressed to one hundred and fifteen teachers of life and earth sciences working in high schools located in Casablanca and El Jadida Cities (Morocco). The major obstacles encoun

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Su, Huanan, and Fengyi Ma. "A Review of the Evaluation System of English Language Teaching (ELT) in Chinese Universities in the Context of COVID-19." Global Academic Journal of Linguistics and Literature 4, no. 4 (2022): 119–25. http://dx.doi.org/10.36348/gajll.2022.v04i04.007.

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This review article begins with a brief overview of what an English language teaching (ELT) evaluation system is, and then analyzes the current state of the English language teaching evaluation system in Chinese universities in the context of COVID-19. At the same time, this review article expounds how to better establish a good evaluation system for English language teaching in the context of COVID-19 as well as for the English language studies and its application in language teaching practices in Chinese universities. Based on a series of literature analysis, the current review article has c

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Alves, Luciana de Oliveira, and Myriam Crestian Chaves da Cunha. "Assessment practices in foreign language classes: didact articulation between formative and summative evaluation." Revista Horizontes de Linguistica Aplicada 21, no. 2 (2022): AG1. http://dx.doi.org/10.26512/rhla.v21i1.42303.

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Neste artigo, tratamos das relações entre as funções formativa e somativa da avaliação, na sala de aula de Língua Estrangeira, abordando as práticas avaliativas na perspectiva da Didática das línguas/culturas, que procura articular entre si as diferentes dimensões do ensinar e aprender uma língua. Realizamos uma reflexão teórico-metodológica, fundamentada na literatura sobre avaliação escolar (ALLAL, 2004; GATTI, 2002; FERNANDES, 2005; 2008), e sobre ensino-aprendizagem de línguas estrangeiras (CONSELHO DA EUROPA, 2001; COURTILLON, 2003; DUPLESSIS, 2007), e analisamos uma unidade didática de F

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Godlewska, Malgorzata. "Formative Performance Assessment in the Process of Developing Translation Sub-competences." Miscelánea: A Journal of English and American Studies 68 (December 19, 2023): 39–60. http://dx.doi.org/10.26754/ojs_misc/mj.20238758.

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This research paper pertains to the method of student performance evaluation applied to the process of online collaborative learning. The model of evaluation is intended for the developing translation sub-competences and involves the analysis of the team members’ discourse in the process of negotiating meanings, in compliance with Gery Stahl’s claim that discourse constitutes interpretation (2004: 22). The devised individual assessment form encompasses the study of performance of collaborating team members in two dialogic spaces, the content space and the relational space of collaboration (Jan

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Nagwa Mohammed Khallaf, Mahija Nambiar Veetil, and Lauren Mertens. "Reforming Formative Assessment Techniques: How Successful Are They from EFL Teachers' Perspectives." Journal of World Englishes and Educational Practices 7, no. 2 (2025): 12–51. https://doi.org/10.32996/jweep.2025.7.2.2.

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The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar University’s (DU) assessment policy, its educational philosophy, the FP's curriculum design, and student-related factors such as engagement and motivation. Since many FP students come from a schooling system that prioritizes grades over feedback, FA has been used as a tool to motivate complacent learners. A byproduct of this technique has been the introduction of an intensive testing cycle, oft

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Nikou, Stavros A., and Anastasios A. Economides. "A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination." Future Internet 13, no. 5 (2021): 116. http://dx.doi.org/10.3390/fi13050116.

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Motivation is an important issue to consider when designing learning activities, including mobile learning and assessment. While previous research provides evidence for the motivational impact of mobile learning, not many pedagogical frameworks exist for the design of mobile-assisted learning and assessment. The current study is grounded in the Self-Determination Theory of motivation and proposes a pedagogical framework for mobile-assisted formative assessment, aiming at enhancing student motivation. For a preliminary evaluation of the framework, fifty-one students from a public European high

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Salih, Hala Mohamed Osman, Malladi Revathi Devi, Dina Ali Abdalla Ali, and Amira Ali Sadeq Alkholi. "Practices Using Alternative Measures in English Business Communication Classes upon Graduation." International Journal of Linguistics, Literature and Translation 6, no. 3 (2023): 115–23. http://dx.doi.org/10.32996/ijllt.2023.6.3.13.

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In light of normative assessment, the current study was conducted on various evaluation methods in business communication programs. The main goal of educational measurement is assessment since it shows how well students communicate in relation to their language studies. Despite being a crucial part of the teaching-learning process, evaluation is sometimes overlooked in language courses when it comes to real-world circumstances. Although learners are typically evaluated on pass/fail criteria, this truly does not reflect how much they have learned, as each student's subject of study affects how

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Olela, Michael, Daniel Allida, and Elizabeth M. Role. "The Influence of Summative Evaluation on Classroom Practices in Rarieda Sub-County, Kenya." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (2021): 69–78. http://dx.doi.org/10.46606/eajess2021v02i03.0105.

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This study investigated the perceptions on summative evaluation and its influences on the teachers’ classroom practices among secondary schools in Rarieda Sub-county in Kenya. The study was guided by the extrinsic and intrinsic motivational theories. It employed the descriptive and correlational research designs. Stratified and simple random sampling techniques were used to obtain the sample of 250 teachers who participated in the stud through questionnaire and focus group discussion. Data was analyzed descriptively, thematically and through Pearson Correlations. The study revealed that the te

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Olela, Michael, Daniel Allida, and Elizabeth M. Role. "The Influence of Summative Evaluation on Classroom Practices in Rarieda Sub-County, Kenya." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (2021): 69–78. http://dx.doi.org/10.46606/eajess2021v02i03.0105.

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This study investigated the perceptions on summative evaluation and its influences on the teachers’ classroom practices among secondary schools in Rarieda Sub-county in Kenya. The study was guided by the extrinsic and intrinsic motivational theories. It employed the descriptive and correlational research designs. Stratified and simple random sampling techniques were used to obtain the sample of 250 teachers who participated in the stud through questionnaire and focus group discussion. Data was analyzed descriptively, thematically and through Pearson Correlations. The study revealed that the te

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Almeida, Fernando, and Sergio Sargo Lopes. "Covid-19 and Distance Assessment and Evaluation Models in Higher Education." Cadernos de Educação Tecnologia e Sociedade 14, no. 4 (2021): 641–46. https://doi.org/10.14571/brajets.v14.n4.641-646.

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The COVID-19 pandemic has posed enormous challenges to society. Various measures are being taken in higher education as online classes can be expected to persist for several months. However, the question of evaluation arises for which many institutions are not prepared. This perspective aims to explore various models and practices of formative and summative assessment and evaluation that can be adopted in the context of e-learning. Furthermore, it intends to identify a set of good practices and challenges that can be identified in the process of migration to the e-learning model. This study is

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Meney, Deodath, and Paul Raphael Kitula. "Cheating and Validity Concerns in Online Formative Assessments: Lessons from a Tanzanian Public University." Accountancy and Business Review 16, no. 3 (2024): 1–11. http://dx.doi.org/10.59645/abr.v16i3.358.

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The global shift towards online teaching, learning, and assessment, accelerated by the COVID-19 pandemic, underscores the critical role of effective online assessment methods in ensuring educational success. While online formative assessments offer flexibility and accessibility, concerns persist regarding the authenticity and integrity of assessment results. This study explores the perceptions of university lecturers on the validity of online formative assessments and the strategies employed to enhance assessment integrity. A questionnaire with open and closed ended questions was used to colle

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Chan, Paula E., Kristall J. Graham-Day, Virginia A. Ressa, Mary T. Peters, and Moira Konrad. "Beyond Involvement." Intervention in School and Clinic 50, no. 2 (2014): 105–13. http://dx.doi.org/10.1177/1053451214536039.

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With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learn

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