Log in

Relevant bibliographies by topics / Formative assessment practices / Journal articles

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

Journal articles on the topic 'Formative assessment practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Formative assessment practices.'

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

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

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

1

Can, Duyen. "Towards Formative Assessment: Perceptions and Practices of ESP Teachers." International Journal of Science and Research (IJSR) 10, no. 6 (2021): 162–66. https://doi.org/10.21275/sr21601145456.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

Abell, Timothy N., and Hannah Sevian. "Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters." Journal of Chemical Education 97, no. 12 (2020): 4255–67. http://dx.doi.org/10.1021/acs.jchemed.0c00361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

Full text

Abstract:

ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was co

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

Kazinyirako, John Peter, Philothère Ntawiha, Jean Leonard Buhigiro, and Ildephonse Ndayambaje. "Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District." African Journal of Empirical Research 5, no. 2 (2024): 388–96. http://dx.doi.org/10.51867/ajernet.5.2.33.

Full text

Abstract:

Various scholars acknowledged that formative assessment play a vital role in increasing students’ academic achievement. The main purpose of this study was to explore formative assessment practices in public secondary schools in Kicukiro District. The specific objectives of the study were to investigate how teachers plan for formative assessment in public secondary schools in Kicukiro district, to discover how teachers use formative assessment techniques in electing students learning evidence in public secondary schools in Kicukiro district and to assess how teachers provide formative assessmen

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

AlAli, Rommel Mahmoud, and Ali Ahmad Al-Barakat. "Assessing the quality of science teachers' practices in employing formative assessment as a learning tool to enhance children's primary science learning." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 12–25. https://doi.org/10.53894/ijirss.v8i2.5090.

Full text

Abstract:

This study examined the quality of science teachers' practices in employing formative assessment as a learning tool to enhance children's primary science learning. The research sample consisted of 30 randomly selected male and female teachers from Jordanian primary schools during the second semester of the 2023/2024 academic year. To assess these practices, a verbal rating scale was developed as a classroom observation instrument, incorporating ten criteria for assessing the quality of formative assessments. Each criterion included several performance indicators, totaling 38 indicators that re

APA, Harvard, Vancouver, ISO, and other styles

11

Shamim-ur-Rasul, Sahibzada, Tariq Saleem Ghayyur, and Farina Akhtar. "Formative Assessment Practices and Undergraduate Students’ Motivation." ProScholar Insights 3, no. 1 (2024): 21–32. http://dx.doi.org/10.62997/psi.2024a-31014.

Full text

Abstract:

Formative assessment is widely recognized as a valuable tool in education, playing a pivotal role in shaping student learning, engagement, and motivation. Rather than merely serving as a means of grading, formative assessment involves continuous feedback, allowing students to understand their progress and areas for improvement. This study examines the impact of formative assessment practices on the motivation of undergraduate students. The study was delimited to undergraduate students of four departments of two faculties of the University of Sargodha, Main Campus, including the Faculty of Soci

APA, Harvard, Vancouver, ISO, and other styles

12

Vivi Efrianova, Mazri Yaakob, Anas A. Salameh, Kasmaruddin Che Hussin, and Nur Amalina Mohamad Zaki. "Formative Assessment of Student’s Academic Achievements in Mobile Learning Environments." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 11 (2024): 52–63. http://dx.doi.org/10.3991/ijim.v18i11.49045.

Full text

Abstract:

This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifically for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engag

APA, Harvard, Vancouver, ISO, and other styles

13

Cagasan, Louie, Esther Care, Pamela Robertson, and Rebekah Luo. "Developing a Formative Assessment Protocol to Examine Formative Assessment Practices in the Philippines." Educational Assessment 25, no. 4 (2020): 259–75. http://dx.doi.org/10.1080/10627197.2020.1766960.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Hooker, Tracey. "Transforming teachers' formative assessment practices through ePortfolios." Teaching and Teacher Education 67 (October 2017): 440–53. http://dx.doi.org/10.1016/j.tate.2017.07.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Alonzo, Alicia C. "Learning Progressions That Support Formative Assessment Practices." Measurement: Interdisciplinary Research & Perspective 9, no. 2-3 (2011): 124–29. http://dx.doi.org/10.1080/15366367.2011.599629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

17

Xiang, Xiaoqing, Sichang Yum, and Rong Lian. "Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure." Social Behavior and Personality: an international journal 48, no. 6 (2020): 1–13. http://dx.doi.org/10.2224/sbp.9208.

Full text

Abstract:

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results re

APA, Harvard, Vancouver, ISO, and other styles

18

Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.

Full text

Abstract:

Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry i

APA, Harvard, Vancouver, ISO, and other styles

19

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

20

Syaza, Hazwani Zaini, Hasnida Md Ghazali Nor, and Hamzah Mahizer. "A Structural Equation Modelling Approach in determining the influence of assessment conception on formative assessment practices." International Journal of Social Science And Human Research 06, no. 12 (2023): 7793–97. https://doi.org/10.5281/zenodo.10431203.

Full text

Abstract:

This study was carried out to determine the influence of assessment conception on formative assessment practices. The study used a quantitative approach and involved 450 respondents from some universities in Malaysia. Data was collected using multistage sampling technique. The questionnaire used in this study has been adapted from previous studies. The data has been analyzed descriptively statistically using the Statistical Package for the Social Sciences (SPSS) version 26 software while the structural process and the suitability test of the structured equation model were carried out using the

APA, Harvard, Vancouver, ISO, and other styles

21

Kristiani, Putu Enik. "Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (2022): 356–70. http://dx.doi.org/10.24256/ideas.v10i1.2665.

Full text

Abstract:

The development of students’ reading comprehension can be reached by implementing formative assessment during the reading instruction so that the teachers are able to monitor students’ reading comprehension progress and make a development. Due to the Covid-19 Pandemic, the teachers faced a new learning situation namely online learning. However, conducting formative assessment for assessing students’ reading comprehension has to be conducted constantly. Therefore, this study aimed to investigate the formative assessments practices by the teachers for assessing students’ reading comprehension in

APA, Harvard, Vancouver, ISO, and other styles

22

Govender, Poomoney, Elizabeth Henning, and Kakoma Luneta. "Grade 3 teachers’ formative assessment practices in selected mathematics lessons." Independent Journal of Teaching and Learning 16, no. 1 (2024): 144–45. https://doi.org/10.17159/qad7np64.

Full text

Abstract:

This study responds to critical knowledge gaps evident in current literature about how formative assessment is enacted by foundation phase teachers in mathematics in South African public schools. Furthermore, the literature study revealed that most of the current research conducted in public primary schools focused on learner performance with emphasis on summative assessment, hence delimiting the importance of formative assessment as a strategic tool in improving learner performance. The aim of this study was to explore how grade three teachers enact formative assessment in mathematics teachin

APA, Harvard, Vancouver, ISO, and other styles

23

Wu, Leiying. "Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations." Lecture Notes in Education Psychology and Public Media 17, no. 1 (2023): 304–12. http://dx.doi.org/10.54254/2753-7048/17/20231266.

Full text

Abstract:

This study examines the implementation of formative assessment in Chinese classrooms and the challenges faced by teachers in adopting this approach. The research focuses on four key aspects: teachers' understanding and conceptualization of formative assessment, their beliefs and attitudes towards it, the practices and strategies employed, and the obstacles encountered during implementation. The findings indicate that Chinese teachers generally have a good grasp of formative assessment and hold positive beliefs and attitudes towards it. However, challenges such as tight curriculum schedules, an

APA, Harvard, Vancouver, ISO, and other styles

24

Alam, Md Jahangir, and Tahmina Aktar. "Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course." English Language Teaching 12, no. 7 (2019): 161. http://dx.doi.org/10.5539/elt.v12n7p161.

Full text

Abstract:

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners&rsquo; overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data f

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

26

Mohamed, Mazidah, and Mohd Sallehhudin Abd Aziz. "Juxtaposing the Primary School Assessment Concepts and Practices in Singapore and Malaysia." International Journal of Engineering & Technology 7, no. 3.21 (2018): 552. http://dx.doi.org/10.14419/ijet.v7i3.21.17232.

Full text

Abstract:

The assessment practices in schools have moved from the traditional way of assessing students, which is too exam oriented and relies heavily on standardized exams, towards a more holistic assessment which involves the integration of Central Assessment and School-based Assessment. This paper aims to review the relevant studies on Central Assessment, School-Based Assessment, Formative Assessment (FA) and Assessment for Learning (AfL) in Singapore and Malaysia. It begins with a brief history of assessment in Malaysia and Singapore. Then, it critically reviews the concepts of Formative Assessment

APA, Harvard, Vancouver, ISO, and other styles

27

Amoako, Isaac. "FORMATIVE ASSESSMENT PRACTICES AMONG DISTANCE EDUCATION TUTORS IN GHANA." African Journal of Teacher Education 7, no. 3 (2018): 22–36. http://dx.doi.org/10.21083/ajote.v7i3.4325.

Full text

Abstract:

This study examines formative assessment procedures commonly used by Distance Education tutors’ during facilitation of the course model content. A descriptive survey research design was employed for the study. Census method was used in selecting the study respondents (tutors’) who were hundred and fifty (150) in number. Self-developed questionnaire was used for the data collection after it has been pilot tested for its refinement. The study revealed that ‘observation’, ‘oral questioning’, ‘peer-assessment’, ‘student self-assessment’ and ‘tutor made test’ are the current formative assessment pr

APA, Harvard, Vancouver, ISO, and other styles

28

Paul, Bijoy Kumer, Sajuti Sarkar, Subir Nandi, Md Abdul Alim, Sunil Kumar Biswas, and Mohammed Atiqur Rahman. "Changing teaching through formative assessment: A Review." Bangladesh Medical Journal 45, no. 1 (2016): 47–53. http://dx.doi.org/10.3329/bmj.v45i1.28968.

Full text

Abstract:

The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature re

APA, Harvard, Vancouver, ISO, and other styles

29

Assia, Zeraoulia, and Arar Samira. "Practices, validity, and challenges of online formative assessment in Algerian higher education." International Journal of Innovative Research in Education 10, no. 2 (2023): 161–76. http://dx.doi.org/10.18844/ijire.v10i2.9035.

Full text

Abstract:

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validit

APA, Harvard, Vancouver, ISO, and other styles

30

Assia, Zeraoulia, and Arar Samira. "Practices, validity and challenges of online formative assessment in Algerian higher education." Contemporary Educational Researches Journal 13, no. 2 (2023): 183–98. http://dx.doi.org/10.18844/cerj.v13i2.9022.

Full text

Abstract:

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validit

APA, Harvard, Vancouver, ISO, and other styles

31

Carreira, Maria M. "Formative Assessment in HL Teaching: Purposes, Procedures, and Practices." Heritage Language Journal 9, no. 1 (2012): 100–120. http://dx.doi.org/10.46538/hlj.9.1.6.

Full text

Abstract:

Discussions surrounding assessment in the foreign languages generally focus on the two ends of the teaching/learning process: diagnostic assessment, typically used for placement purposes and administered prior to the start of instruction, and summative assessment, which evaluates learning after instruction for purposes of assigning a grade or determining the efficacy of particular programs or interventions. This paper concerns itself with formative assessment, which takes place during the course of instruction for purposes of enhancing learning. Two overarching points about formative assessmen

APA, Harvard, Vancouver, ISO, and other styles

32

Seng, Sophea, Phearun Reth, Chanvey Kun, Kimsron Srieng, and Sopheap Mom. "CHALLENGES AND EFFECTIVENESS: TEACHER AND STUDENT PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICE: CASE STUDY OBEKKHAM SECONDARY SCHOOL." INSECTA: Integrative Science Education and Teaching Activity Journal 6, no. 1 (2025): 111–21. https://doi.org/10.21154/insecta.v6i1.10668.

Full text

Abstract:

This study explores the challenges and effectiveness of formative assessment practices from the perspectives of teachers and students at Obekkham Secondary School to improve teaching and learning outcomes. The research employed a quantitative approach, using structured questionnaires to gather data from 24 science teachers and 700 students across grades 7 to 9 (using the Taro Yamane method). This research highlights the urgency of addressing the practices at the secondary level. The study focused on implementing formative assessments, feedback, and alignment with curriculum objectives. The fin

APA, Harvard, Vancouver, ISO, and other styles

33

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

34

Rathnayaka, R. N. P., and C. Wannigama. "Student perceptions of formative assessment practices implemented by teachers of science subject in selected secondary schools in the Western Province of Sri Lanka." University of Colombo Review 4, no. 2 (2023): 27–48. http://dx.doi.org/10.4038/ucr.v4i2.163.

Full text

Abstract:

Formative assessment has become a widely adopted approach in the assessment process of many educational systems. While significant research has been conducted on teacherrelated studies of formative assessment, it is important to further focus on student-related studies of formative assessment. Therefore, this study examined the student responses on formative assessment practices implemented by the teachers in science classrooms. The survey method was employed in this study, and data obtained from the respondents were analyzed using IBM Statistical Package for the Social Sciences (SPSS version

APA, Harvard, Vancouver, ISO, and other styles

35

Kariri, Khalid A., William W. Cobern, and Adam A. Al Sultan. "Investigating high school science teachers’ readiness for implementing formative assessment practices." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (2022): em2188. http://dx.doi.org/10.29333/ejmste/12589.

Full text

Abstract:

Formative assessment is used to link teaching and learning in the classroom. It provides feedback on ways to improve student performance by matching educational goals with instructional practices. The purpose of this study was to investigate Saudi science teachers’ readiness to implement formative assessment. The participants included 11 male high school science teachers. This study involved a qualitative, phenomenological research design. Science teachers were shown examples of teachers using formative assessment techniques in the form of vignettes and were asked if they have used or will use

APA, Harvard, Vancouver, ISO, and other styles

36

Lajane, Halima, Rachid Gouifrane, Rabia Qaisar, Ghizlane Chemsi, and Mohamed Radid. "Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education." Open Nursing Journal 14, no. 1 (2020): 180–89. http://dx.doi.org/10.2174/1874434602014010180.

Full text

Abstract:

Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how th

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

38

Hicks, Tiara, and Jonathan D. Bostic. "Formative Assessment through Think Alouds." Mathematics Teacher: Learning and Teaching PK-12 114, no. 8 (2021): 598–606. http://dx.doi.org/10.5951/mtlt.2020.0245.

Full text

Abstract:

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

APA, Harvard, Vancouver, ISO, and other styles

39

Coomes, Jacqueline, and Hyung Sook Lee. "Empowering Mathematical Practices." Mathematics Teaching in the Middle School 22, no. 6 (2017): 360–67. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Shakir, Muhammad Akram, Rabia Bahoo, Musarrat Jahan, and Muhammad Latif Javed. "Formative Assessment Practices in Federal Government Schools: Issues and Problems." Review of Education, Administration & LAW 4, no. 1 (2021): 93–100. http://dx.doi.org/10.47067/real.v4i1.114.

Full text

Abstract:

Assessment is the key element of teaching learning process in schools. Formative assessment is generally accepted as a valuable component of teachers’ classroom assessment strategies. The study intends to explore the level of association of formative assessment with academic performance of secondary school students and to analyze the practices of formative assessment in schools. The study was descriptive in nature. The focus group interviews and observation techniques were used to gather information regarding academic, social, emotional, and cultural activities of students in schools. The popu

APA, Harvard, Vancouver, ISO, and other styles

41

Ole, Faith Celeste. "Development and Validation of Teachers’ Practices on Formative Assessment Scale (TPFAS): A Measure Using Feedback Loop Model." International Journal of Education 13, no. 1 (2020): 53–62. http://dx.doi.org/10.17509/ije.v13i1.24715.

Full text

Abstract:

This study aimed to develop and validate an instrument regarding teachers’ practices on formative assessment using the elements of the Feedback Loop Model. A pilot study was surveyed to 157 science teachers on how frequently they practice formative assessments in their Science classes. Teachers’ responses were analyzed using Cronbach’s alpha statistics on the Feedback Loop constructs and Confirmatory factor analysis for the entire instrument. Findings suggest that with the deletion of 10 survey items from the initial 44 items, the scale provides a valid and highly reliable measure in determini

APA, Harvard, Vancouver, ISO, and other styles

42

Jahidin, Nadiah, and Yuen Fook Chan. "The Role of Senior Leader Team on The Formative Assessment Practices among Primary School Teachers in Petaling." Asian Journal of Assessment in Teaching and Learning 12, no. 2 (2022): 53–70. http://dx.doi.org/10.37134/ajatel.vol12.2.6.2022.

Full text

Abstract:

Formative assessment has become a most discussed topic when many countries recognized the importance of assessment for learning in enhancing students’ holistic development. Most of the times, teachers are not quite clear with the differences between assessment of learning and assessment for learning. In Malaysia, teachers still feel uncomfortable with the implementation of formative assessment compared to summative assessment due to the heavy workload to prepare the tests by themselves. Hence, this study was conducted to examine the role of leaders and how the leader’s role was associated with

APA, Harvard, Vancouver, ISO, and other styles

43

Pradnyadewi, Diah Ayu Manik, Ni Luh Putu Eka Sulistia Dewi, Ni Putu Era Marsakawati, and A. A. Gede Yudha Paramartha. "Formative Assessment Practices in Online Learning for Assessing Studentsâ€™ Writing Competence." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 7, no. 2 (2022): 101–22. https://doi.org/10.30957/ijoltl.v7i2.688.

Full text

Abstract:

Writing is considered as one of the essential language competences which should be mastered by the students because it is highly valued in the academic context. As a result, the teachers have to conduct assessment in helping students to improve their writing competence. One of the assessment types which can be implemented by the teachers is formative assessment. Formative assessment is a process which is continuously conducted by the teachers to collect learning evidences of the students as an input to improve theirâ€™ learning and improve the quality of learning instructions. However, due to

APA, Harvard, Vancouver, ISO, and other styles

44

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

45

Archie, R. Arranguez, Paula A. Ibasco Anna, and C. Marasigan Arlyne. "Teachers' Practices of Online Formative Assessment in Physics during the Covid-19 Pandemic." International Journal of Innovative Science and Research Technology 8, no. 5 (2023): 575–80. https://doi.org/10.5281/zenodo.7950848.

Full text

Abstract:

The Covid-19 pandemic greatly affected the educational system. This sudden shift from traditional to distance learning also changed the way teachers give assessments to their students. In this paper, we will discuss and focus on analyzing teachers’ practices of online formative assessment in Physics during the Covid19 Pandemic in selected high schools. Participants were 7 teachers from a selected private high school. A qualitative content analysis of the answers to a semistructured interview was carried out to understand the practices associated with assessment given by Physics teachers.

APA, Harvard, Vancouver, ISO, and other styles

46

Khan, M., T. U. Zaman, and A. Saeed. "Formative Assessment Practices of Physics Teachers in Pakistan." Jurnal Pendidikan Fisika Indonesia 16, no. 2 (2020): 122–31. http://dx.doi.org/10.15294/jpfi.v16i2.25238.

Full text

Abstract:

Formative assessment is an ongoing activity that helps to understand the gaps between a studentâ€™s current understanding and the objectives to achieve. If combined with appropriate feedback, it has powerful positive impact on studentsâ€™ learning. The objective of the study was to explore the quality of classroom assessment practices of physics teachers in Pakistan. One hundred fifteen (115) principals, one hundred thirty-nine (139) physics teachers and eight hundred (800) 10th class science students were selected randomly from 162 target schools. Three (03) validated and reliable 5-point Lik

APA, Harvard, Vancouver, ISO, and other styles

47

Rix, Samantha. "Construct Validity in Formative Assessment: Purpose and Practices." i-manager’s Journal on English Language Teaching 2, no. 2 (2012): 1–6. http://dx.doi.org/10.26634/jelt.2.2.1823.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Ateh, Comfort M. "Science Teachers' Elicitation Practices: Insights for Formative Assessment." Educational Assessment 20, no. 2 (2015): 112–31. http://dx.doi.org/10.1080/10627197.2015.1028619.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Low, J., M. Shahrill, J. S. H. Q. Perera, and R. C. I. Prahmana. "Characterising formative assessment practices in the mathematics classes." Journal of Physics: Conference Series 1088 (September 2018): 012015. http://dx.doi.org/10.1088/1742-6596/1088/1/012015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

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