Academic literature on the topic 'Formative assessment framework. Assessment tools. Ames'

The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessment changes achieved demonstrate that the approach of a framework based analysis and careful evaluation can be successful in improving the student experience. I will summarise some of the main conclusions of the project. One concerns the creation of written feedback that promotes learning rather than merely justifying marks. A second covers the effective use of peer assessment. Finally, I will outline the tools that the project has generated. These will remain available for others to undertake similar reform activities.

Purpose The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology support in the form of formative assessment in students’ positive learning. Design/methodology/approach This research proposed an assessment-centred BL framework at the course level to support formative assessment in students by designing a variety of online learning activities combined with e-assessment tools of learning management system (LMS) to analyse and evaluate the impact of the technology application in the form of formative assessment student learning initiative. The author has tested this model in five years with more than 200 courses. Findings Experimental results have shown that formative assessment evaluation form is more efficient when supported by technology such as LMS. Originality/value This research proposed an assessment-centred BL framework at the course level by using LMS tools combined with traditional teaching.

Purpose – The purpose of this paper is to present the evaluation results of a novel performance measurement framework, which has been designed for the particular needs of small- and medium-sized enterprises (SMEs). Prior research indicated that performance measurement is not much engaged in SMEs. The proposed framework aims to address this by creating bottom-up measurement systems based on service delivery processes. The paper presents the framework as well as its tools and gives insights into both the evaluation and its results. Design/methodology/approach – The framework and its tools have been evaluated in a first iteration of prototype implementation according to design science principles. Methodological triangulation was applied engaging participant observation, questionnaires, and formative evaluation. In the course of the evaluation the framework was assessed from a quality, user, and bird’s eye perspective. Findings – The evaluation results show that the application of the Technology Acceptance Model and goal setting theory did contribute to develop a performance measurement system (PMS) that is characterized by usefulness and ease of use. Deficiencies could be noted with regard to renowned quality criteria for PMS, especially concerning balance. First lessons learned are outlined. Originality/value – The main contribution is the theory-driven development of the performance measurement framework and its corresponding tools. The application of this approach resulted in accepted tools and improvements of the motivational power of performance goals. This is important to overcome the current gap between research results and practical application of such frameworks and tools.

Purpose Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom. This paper, with a case study, explores how an action research activity, learning study, helps a group of teachers in Hong Kong transcend some assessment boundaries and develop assessment tools that are more conducive for student’s learning. As guided by variation theory, a distinctive feature of learning study is its intensive use of formative assessment tools, including pre- and post-tests and interviews with students, to provide feedback to teaching and evidence of learning. The purpose of this paper is to investigate how teachers learn to use the formative assessment tools to overcome practical problems in teaching and improve their instruction. Design/methodology/approach A case study was conducted. Data collected included field notes on classroom observations, records of meetings, students’ interviews and students’ writings in both pre- and post-tests. The general framework for qualitative data analysis by Miles and Huberman (1994) guided the data analysis process with the foci on the change in teachers’ perceptions and improvement of their skills in adopting formative assessment tools. Findings Although the initial aim of conducting learning study was examination-driven, i.e., to improve the students’ performance in an external examination, it became evident over time that teachers participating in the inquiry process had gained a better understanding of making use of the assessment results as feedback to improve student learning and their instruction. This constituted an ideal case for studying the learning process of the teachers as they practiced AfL and transcend some conventional assessment boundaries in an authentic classroom situation. Originality/value This is one of the scarce studies, which demonstrates how the assessment elements of learning study, i.e. pre/post tests and student interviews, can be integrated into the working practice of teachers as a form of AfL and become an integral aspect of classroom practice.

This article reports on Grade 2 teachers’ perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers’ enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers’ enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study’s central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.

AbstractA key element of competency-based education is assessment. Effective assessment requires access to a core set of expectations that match a learner's level of preparation. Miller's triangle provides a framework for establishing appropriate expectations that move learners from novice to entry-level clinicians. Formative assessment and feedback are a crucial part of facilitating learning in this context. A pilot investigation was conducted to examine the effects of a formative, video competency on performance in a summative, live competency. Rubrics were used to score performance on two competencies, an oral mechanism exam (OME) and a clinical bedside swallowing examination (CBSE). Performance on the OME was significantly improved in the summative competency, compared with the formative, video competency. Performance on the CBSE did not change from formative to summative competency. Assessment in competency-based education is important as a measure of readiness for entry-level practice. Formative assessment and feedback can improve preparedness and performance on summative competencies. Detailed, criterion-referenced assessment tools are crucial to identifying performance. While the OME rubric used in this investigation appears to meet that standard, it is likely that the CBSE rubric was not specific enough to detect changes.

This paper describes the use of Kane’s validity framework to redevelop a workplace-based assessment program for practicing physicians administered by the College of Physicians and Surgeons of Ontario. The developmental process is presented according to the four inferences in Kane’s model. Scoring was addressed through the creation of specialty-specific assessment criteria and global, narrative-focused reports. Generalization was addressed through standardized sampling protocols and assessor training and consensus-building. Extrapolation was addressed through the use of real-world performance data and an external review of the scoring tools by practicing physicians. Implications were theoretically supported through adherence to formative assessment principles and will be assessed through an evaluation accompanying the implementation of the redeveloped program. Kane’s framework was valuable for guiding the redevelopment process and for systematically collecting validity evidence throughout to support the use of the assessment for its intended purpose. As the use of workplace-based assessment programs for physicians continues to increase, practical examples are needed of how to develop and evaluate these programs using established frameworks. The dissemination of comprehensive validity arguments is vital for sharing knowledge about the development and evaluation of WBA programs and for understanding the effects of these assessments on physician practice improvement.

The given paper focuses on the analysis of a translation project as a powerful assessment tool that can be easily integrated into prospective philologists’ university training in order to enhance its quality and bring its outcomes into line with global industrial needs and requirements. With this aim, substantial translation pedagogy experience of project-based learning is consolidated from the viewpoint of action-oriented, student-centered, situated, experiential and reflective approaches. Translation project properties, design features, role and function distribution peculiarities typical for global professional environment are considered. The received findings are transferred and adjusted to the current terms and conditions of prospective philologists’ training in Ukrainian higher educational setting. As a result, a working classification of translation project varieties to be developed and implemented into training process at different training stages is suggested. Their functions and potential usage as a flexible assessment framework is specified. The translation project opportunity for the arrangement of not only formative but summative assessment as well is substantiated due to its contrasting to the existing examination practices. Finally, the idea of cross-assessment as the complex assessment procedure conducted from different perspectives (hetero, self- and peer-assessment) with the help of versatile tools and instruments (incorporated into single flexible translation project) is introduced.

Background: Technology-enhanced assessment (TEA) is a broad term that encompasses the diverse methods, by which technology can be used to support the management and delivery of assessment in educational institutions, in workplace and lifelong learning, in professional training and development, and so on. Purpose of Study: There is a new initiative at the University of Belgrade, Serbia, to explore computing technology underpinnings of the practice of TEA (computing underpinnings of the practice [CUP] of TEA), at universities and in schools in the country. Sources of Evidence: The CUP of TEA initiative starts from the current insight into current practices of assessment processes in different educational institutions. The data collected include assessment process descriptions from these institutions, specification of technologies used for the purpose, and specification of the educational profiles of participants in the process. Main Argument: The CUP of TEA initiative develops: A novel and comprehensive framework for TEA to lay the foundation for systematic, accurate, effective, and innovative application and use of TEA in educational institutions; specifically designated sets of information and communication technology (ICT) tools and services – ICT toolsets – that support practical application of TEA; several application cases that implement the TEA framework and use different ICT toolsets for TEA in different educational contexts, showcasing the integration of best TEA practices into curricula; and a set of policies that enable educational institutions and their teachers to officially establish the use of the framework for TEA in their courses and daily work. The CUP of TEA initiative covers both formative and summative assessment and supports formal, non-formal, and informal learning and assessment. Conclusions: The ultimate goal of the initiative is not just better, faster, and more informative assessment. It is the creation of a robust teaching and learning assessment approach that improves and advances the quality and efficiency of education. Keywords: Technology Enhanced Assessment; assessment processes; application cases

Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
A avalia??o formativa da aprendizagem ? um processo que verifica se as a??es pedag?gicas produziram resultados efetivos nos aprendizes em tempo de reverter quadros de defici?ncia de aprendizagem. No entanto, essa avalia??o, mesmo sendo importante, ? rejeitada por muitos professores sob o argumento de serem complexas e invi?veis e, por muitos alunos, por serem consideradas cansativas. A sua instrumenta??o convencional ? tamb?m outro entrave ? sua pr?tica tendo em vista os formul?rios impressos ma?antes e de log?stica dif?cil. Mesmo as avalia??es formativas automatizadas s?o cansativas, porque apenas transportam o documento em papel para uma tela de computador. Nesse sentido, esta pesquisa apresenta uma proposta de um framework conceitual com a descri??o de componentes que apoiam a instrumenta??o de avalia??es formativas em jogos digitais com a finalidade de torn?-las mais fact?veis e estimulantes na pr?tica pedag?gica. O framework incorpora procedimentos e t?cnicas em quatro momentos fundamentais da avalia??o formativa: nas defini??es do instrumento de avalia??o, da coleta e an?lise de dados e da regula??o da aprendizagem. Essas t?cnicas e procedimentos devem integrar o projeto de desenvolvimento do jogo digital para que esses disponibilizem a sua interface na coleta de dados de aquisi??o de conhecimento dos alunos enquanto jogam. Por ser um framework aberto, ? poss?vel que seja estendido por pesquisadores, professores e desenvolvedores de jogos, afim de abranger mais aspectos da avalia??o formativa. Com essas carater?sticas, o framework pode beneficiar a viabilidade das avalia??es durante o processo ensino-aprendizagem e prover aos professores informa??es que o auxiliem nas decis?es sobre o n?vel de aquisi??o de conhecimento dos alunos. Isto posto, cabe ressaltar que o framework, ora proposto, foi instanciado apenas como prova de conceito e necessita de avalia??es da sua consist?ncia atrav?s de experimentos e estudos de casos, a??es que ser?o executadas em trabalhos futuros