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1
Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (October 2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.
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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.
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Gilberthorpe, Thomas, Maame Duku Sarfo, and Geoff Lawrence-Smith. "Ticking the boxes: a survey of workplace-based assessments." BJPsych Bulletin 40, no. 2 (April 2016): 89–92. http://dx.doi.org/10.1192/pb.bp.114.049098.
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Aims and methodTo survey the quality of workplace-based assessments (WPBAs) through retrospective analysis of completed WPBA forms against training targets derived from the Royal College of Psychiatrists' Portfolio Online.ResultsAlmost a third of assessments analysed showed no divergence in assessment scores across the varied assessment domains and there was poor correlation between domain scores and the nature of comments provided by assessors. Of the assessments that suggested action points only half were considered to be sufficiently ‘specific’ and ‘achievable’ to be useful for trainees' learning.Clinical implicationsWPBA is not currently being utilised to its full potential as a formative assessment tool and more widespread audit is needed to establish whether this is a local or a national issue.
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Abildina, S., K. Kopbalina, V. Musina, and A. Beisenbayeva. "Features of assessment of primary school students in the context of updated educational content." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 13–18. http://dx.doi.org/10.31489/2021ped1/13-18.
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The article discusses the issue of transition of Kazakhstan secondary education to the updated content, reveals the main categories of the updated assessment system: assessment, criterial assessment, formative assessment. One of the goals of assessment is the formation and maintenance of students' motivation for purposeful learning. The introduced criterion assessment system is aimed at developing a student, increasing his motivation to learn. The role of formative assessment, evaluation criteria, feedback for each student and his parents becomes important. The authors formulate a number of features of the introduction of formative evaluation of the learning outcomes of primary school students. The article presents the results of a survey to identify the level of educational motivation of pupils in primary classes in the context of the implementation of criterion assessment. Based on a theoretical analysis of the sources, the results of the survey, the authors draw conclusions. The authors emphasize that the formative assessment conducted in primary school is aimed at working with each student, identifying the achievements of younger students and determining the level of skills and abilities, as well as systematically measuring the educational progress of students, which allows them to more accurately and objectively evaluate the achievements of each child. promotes the growth of the child, taking into account the interests and abilities of the student.
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Bahati, Bernard, Uno Fors, Preben Hansen, Jalal Nouri, and Evode Mukama. "Measuring Learner Satisfaction with Formative e-Assessment Strategies." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (April 11, 2019): 61. http://dx.doi.org/10.3991/ijet.v14i07.9120.
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The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.
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Na, Seung-Joo, Young Geon Ji, and Dong Hyeon Lee. "Application of Bloom’s taxonomy to formative assessment in real-time online classes in Korea." Korean Journal of Medical Education 33, no. 3 (September 1, 2021): 191–201. http://dx.doi.org/10.3946/kjme.2021.199.
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Purpose: This study aims to design that using formative assessment as an instructional strategy in real-time online classes, and to explore the application of Bloom’s taxonomy in the development of formative assessment items.Methods: We designed the instruction using formative assessment in real-time online classes, developed the items of formative assessment, analyzed the items statistically, and investigated students' perceptions of formative assessment through a survey.Results: It is designed to consist of 2–3 learning outcomes per hour of class and to conduct the formative assessment with 1–2 items after the lecture for each learning outcome. Formative assessment was 31 times in the physiology classes (total 48 hours) of three basic medicine integrated. There were nine “knowledge” items, 40 “comprehension” items, and 55 “application” items. There were 33 items (31.7%) with a correct rate of 80% or higher, which the instructor thought was appropriate. As a result of the survey on students’ perceptions of formative assessment, they answered that it was able to concentrate on the class and that it was helpful in achieving learning outcomes.Conclusion: The students focused during class because they had to take formative assessment immediately after the learning outcome lecture. “Integration of lesson and assessments” was maximized by solving the assessment items as well as through the instructor’s immediate explanation of answers. Through formative assessment, the students were able to utilize metacognition by learning what content they understood or did not understand. Items that consider Bloom’s taxonomy allow students to remember, understand, and apply to clinical contexts.
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Et. al., Joan Deocareza Rural. "Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5320–26. http://dx.doi.org/10.17762/turcomat.v12i3.2170.
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The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.
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Yasmin, Tayyabba, Muhammad Ahmed Qadri, and Shaheen Pasha. "Impact of Formative Assessment on Students’ English Writing Skills at Elementary Level." Review of Education, Administration & LAW 4, no. 2 (June 25, 2021): 483–93. http://dx.doi.org/10.47067/real.v4i2.162.
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The purpose of the current study was to measure the impact of formative assessment techniques on students’ writing skills. The techniques of formative assessment were used with sixty-four students. Formative assessment techniques were provided to students for three months. Summative assessment techniques and students’ survey was applied. In this study formative assessment was provided during the English writing process. After the completion of the intervention, it was found that when students are provided with formative assessment during their studies, this method of assessment improves their learning process. The result depicts that when student remained under continuous assessment process, it improved their English writing skill. On the basis of these conclusions, it is recommended that teachers should use formative assessment in their classes during their teaching. They should also provide formative assessment not only to the students by themselves but also enable them for self-assessment for improvement in their learning.
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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 (June 2, 2020): 1–13. http://dx.doi.org/10.2224/sbp.9208.
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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 reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.
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Harshman, Jordan, and Ellen Yezierski. "Characterizing high school chemistry teachers' use of assessment data via latent class analysis." Chemistry Education Research and Practice 17, no. 2 (2016): 296–308. http://dx.doi.org/10.1039/c5rp00215j.
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In this study, which builds on a previous qualitative study and literature review, high school chemistry teachers' characteristics regarding the design of chemistry formative assessments and interpretation of results for instructional improvement are identified. The Adaptive Chemistry Assessment Survey for Teachers (ACAST) was designed to elicit these characteristics in both generic formative assessment prompts and chemistry-specific prompts. Two adaptive scenarios, one in gases and one in stoichiometry, required teachers to design and interpret responses to formative assessments as they would in their own classrooms. A national sample of 340 high school chemistry teachers completed the ACAST.Vialatent class analysis of the responses, it was discovered that a relatively small number of teachers demonstrated limitations in aligning items with chemistry learning goals. However, the majority of teachers responded in ways consistent with a limited consideration of how item design affects interpretation. Details of these characteristics are discussed. It was also found that these characteristics were largely independent of demographics such as teaching experience, chemistry degree, and teacher education. Lastly, evidence was provided regarding the content- and topic-specificity of the characteristics by comparing responses from generic formative assessment prompts to chemistry-specific prompts.
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Amoako, Isaac. "FORMATIVE ASSESSMENT PRACTICES AMONG DISTANCE EDUCATION TUTORS IN GHANA." African Journal of Teacher Education 7, no. 3 (November 1, 2018): 22–36. http://dx.doi.org/10.21083/ajote.v7i3.4325.
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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 practices of course tutors of on-site Distance Education in Ghana. It was recommended that tutors must use a wide range of formative assessment practices and not to cling on a single one. Unique student characteristics warrant the use of multiple formative assessment technique.
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Curry, Kristal, and Doug Smith. "Assessment practices in social studies classrooms: results from a longitudinal survey." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 168–81. http://dx.doi.org/10.1108/ssrp-04-2017-0015.
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Purpose The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA. Design/methodology/approach This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers. Findings There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments). Research limitations/implications The lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies. Practical implications Using Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change. Social implications There is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments. Originality/value Studies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.
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Kristiyanti, Komang Lisna, Made Hery Santosa, and Ni Putu Astiti Pratiwi. "STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 101–12. http://dx.doi.org/10.21460/saga.2021.22.83.
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The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.
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Muhammad Naseer and Rafaqat Ali Akbar. "Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab." Journal of Business and Social Review in Emerging Economies 6, no. 3 (September 30, 2020): 1015–24. http://dx.doi.org/10.26710/jbsee.v6i3.1350.
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National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.
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Such, Elizabeth, Elizabeth Walton, Brigitte Delaney, Janet Harris, and Sarah Salway. "Adapting primary care for new migrants: a formative assessment." BJGP Open 1, no. 1 (January 16, 2017): bjgpopen17X100701. http://dx.doi.org/10.3399/bjgpopen17x100701.
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BackgroundImmigration rates have increased recently in the UK. Migrant patients may have particular needs that are inadequately met by existing primary care provision. In the absence of national guidance, local adaptations are emerging in response to these new demands.AimTo formatively assess the primary care services offered to new migrants and the ways in which practitioners and practices are adapting to meet need.Design & settingOnline survey and case studies of current practice across primary care in the UK. Case studies were selected from mainstream and specialist general practice as well as primary care provision in the third sector.MethodNon-probability sample survey of primary care practitioners (n = 70) with descriptive statistical analysis. Qualitative case studies (n = 8) selected purposively; in-depth exploration of organisational and practitioner adaptations to services. Analysis is structured around the principles of equitable care.ResultsSurvey results indicated that practitioners focused on working with communities and external agencies and adapting processes of, for example, screening, vaccination, and health checks. Lack of funding was cited most frequently as a barrier to service development (n = 51; 73%). Case studies highlighted the prominence partnership working and of an organisational and practitioner focus on equitable care. Adaptations centred on addressing wider social determinants, trauma, and violence, and additional individual needs; and on delivering culturally-competent care.ConclusionDespite significant resource constraints, some primary care services are adapting to the needs of new migrants. Many adapted approaches can be characterised as equity-oriented.
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Martínez Marín, Juan Diego, and Maria Camila Mejía Vélez. "Master of TESOL students’ conceptions of assessment: questioning beliefs." Actualidades Investigativas en Educación 21, no. 2 (April 1, 2021): 29. http://dx.doi.org/10.15517/aie.v21i2.46782.
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The current descriptive study investigates the conceptions of a group students (pre-service and in-service teachers) enrolled in a Master of TESOL (Teaching English to Speakers of Other Languages) at La Trobe University, Australia, have of assessment in the context of English language teaching. This study was conducted in first place to address a gap in the literature about English teachers’ conceptions of assessment, and I second place to explore the level of agreement among those conceptions and the type of assessment preferred by the participants. For this purpose, 26 active students in the course accepted the invitation to participate in the study and completed an online survey administered through Qualtrics Management Platform. This quantitative descriptive study done in 2020 used Survey as the research method since it promotes the collection of data to describe the research object. The quantitative data obtained through an online survey were summarized and graphed in tables with the objective of answering the research questions. The results showed that participants’ understandings of assessment and forms of assessment were slightly inclined towards the use of summative assessment rather than formative. In contrast, their conceptions of assessment purposes and principles were inclined towards formative assessment features. All in all, it could be said that even though these participants seemed to cope more with summative assessment, they favoured formative purposes and principles of assessment. This suggests that respondents’ summative views of assessment in the use of types and forms of assessment are potentially affected by institutional demands, and do not entirely reflect the respondents’ assessment understandings.
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Alotaibi, Khalid Abdullah. "Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment." Journal of Education and Learning 8, no. 1 (December 31, 2018): 74. http://dx.doi.org/10.5539/jel.v8n1p74.
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Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.
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Cong, Xin, Yan Zhang, Hai Xu, Li-Mei Liu, Ming Zheng, Ruo-Lan Xiang, Jin-Yu Wang, et al. "The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study." Advances in Physiology Education 44, no. 4 (December 1, 2020): 726–33. http://dx.doi.org/10.1152/advan.00067.2020.
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Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students’ suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students’ semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.
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Bruun, Jesper, and Robert Harry Evans. "Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies." Education Sciences 10, no. 3 (March 3, 2020): 54. http://dx.doi.org/10.3390/educsci10030054.
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In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers’ formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.
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Taibu, Rex, LLoyd Mataka, and Vazgen Shekoyan. "Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students." International Journal of Education in Mathematics, Science and Technology 9, no. 3 (April 30, 2021): 353–70. http://dx.doi.org/10.46328/ijemst.1214.
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In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students’ responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students (Cohen’s d 0.8, in both courses). Qualitative analysis of the reflection surveys supported this apparent huge gain in lab skills and revealed considerable positive students’ experiences of the PhET simulations (88% of students indicated positive satisfaction).
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Rajaretnam, Thevy, and Bhajan Kaur. "Outcome-based education : comparing students' perceived learning outcomes with their assessment scores." Social and Management Research Journal 9, no. 2 (December 3, 2012): 87. http://dx.doi.org/10.24191/smrj.v9i2.5218.
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The purpose of this study was to ascertain whether the perception of the 30 undergraduates in the Faculty of Dentistry who underwent the Language Enhancement for the Health Sciences course regarding their mastery of the learning outcomes was reflected in their assessment scores as a result of the teaching learning process using the a BE & SCL curriculum. These students learnt skills broadly underfour course outcomes which were further subdivided into 24 learning outcomes. The four course outcomes were assessed through four on-going formative assessments. Students responded to a Course Entrance Survey and a Course Exit Survey. Their responses to both these surveys were analysed using the paired samples t-test to find out the differences in their perception of their mastery of the learning outcomes. The differences in their perception were compared to their performances in the assessments using the Pearson correlation analysis. Although there was a significant difference in the students' perception of their mastery of the learning outcomes, it was not reflected in their performances in the assessments.
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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 (September 14, 2020): 180–89. http://dx.doi.org/10.2174/1874434602014010180.
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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 they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.
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Menéndez, Irina Yadira Cevallos, Miguel Angel Cobeña Napa, Myrian Liceth Mendoza Moreira, and Gema Gabriela Vélez Zambrano. "The importance of formative assessment in the learning teaching process." International journal of social sciences and humanities 3, no. 2 (August 27, 2019): 238–49. http://dx.doi.org/10.29332/ijssh.v3n2.322.
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The present research aimed to know the role that the formative evaluation fulfills in the teaching-learning process, this is based on a continuous evaluation process that occurs during learning, based on the search and interpretation of evidence about student performance and the scope of students' different goals, projections or objectives. Within the methodology, analytical and research methods were used, thus knowing the importance of evaluation; analyzing the needs and interests of students through a survey that was conducted in the Technical Educational Unit "Walter Francisco Andrade Ortiz" of the City of Pedernales; with the aim of raising awareness in the teachers of the institution, the importance of formative evaluation as a means to raise the quality of performance of students, and thus to demonstrate the results of learning obtained within the classroom in students: The results of the research showed that the formative assessment improves the school performance of the students and this can be used as a strategy to promote collaboration between them.
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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (July 7, 2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.
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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.
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Annamalai, Subashini, and Azizah Che Omar. "EXAMINING THE IMPACT OF GAME-BASED FORMATIVE ASSESSMENT ON STUDENTS’ UNDERSTANDING AND PARTICIPATION IN A HUMAN-COMPUTER INTERACTION COURSE." Practitioner Research 3 (July 31, 2021): 35–56. http://dx.doi.org/10.32890/pr2021.3.2.
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This study discusses an attempt to examine the impact of gamebased formative assessment on the students’ knowledge in a Human-Computer Interaction (HCI) course, which is a fundamental subject for Multimedia students. This course is important to expose them to the ideas of user interface and interaction design methodologies, skills, and values that are required for them to develop a practical interaction design system. The respondents in this research were 63 undergraduates who enrolled in an HCI course in a public university in Malaysia. An experimental research design was employed whereby the respondents were conveniently assigned to two groups; control (33) and experimental (30). Eight paper-based formative assessments were given to the control group, while eight online game-based evaluations were given to the experimental group. The students’ scores are recorded to assess their understanding of the learning content and their participation in the HCI classroom. A test was also administered at the end of the semester and utilised as a data collection tool to examine the effectiveness of the intervention in terms of student comprehension. The information was then gathered and analysed using descriptive and ANOVA statistical methods. The students’ involvement was reflected through an opinion survey that was given to the students at the end of the semester. The findings revealed that students who participated in a game-based formative assessment shown greater understanding and involvement than students who participated in a formative paperbased evaluation, implying that introducing a scope of game-based formative assessments improved the understanding and participation in the HCI course classroom.
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Walter, Emily M., Charles R. Henderson, Andrea L. Beach, and Cody T. Williams. "Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey." CBE—Life Sciences Education 15, no. 4 (December 2016): ar53. http://dx.doi.org/10.1187/cbe.15-09-0193.
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Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument.
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Kumar, R. "Formative Knowledge Assessment Through Games Using Concept Map and Game Theory." Journal of Information & Knowledge Management 17, no. 03 (September 2018): 1850030. http://dx.doi.org/10.1142/s0219649218500302.
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This paper presents the results of a research work carried out in order to develop a novel gaming model for formative knowledge assessment (FKA). The benefits of FKA are well acknowledged by educators as it aids for better learning. As FKA is more frequent, the students’ willingness to take frequent assessments is poor. Often the students expressed that they felt uncomfortable and this resulted in lack of active participation. These are considered as major challenges to be addressed. Hence, this research aimed to find a way to make the assessments interesting. Based on the positive responses for game-based learning, a theoretical model that integrates the principles of extensive games (EGs) and concept map (CM), namely concept tree game (CTG), has been defined and developed. Further, a qualitative research has been performed to evaluate the impact of the FKA model. Major data gathering techniques used in this work were a class test, proposed FKA method, participant observation, survey and focussed team interview. The data were analysed statistically and the results revealed that it has been effective and useful for educators in assessing the knowledge of students and for students, it aided them to know where they stand and helped them to learn effectively.
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Cobeña, Gema Tatiana Bravo, Lucía Atenaida Pin García, Sandra Cristina Solís Pin, and Lubis Carmita Zambrano Montes. "formative assessment as systematic practice in higher basic education students." International research journal of management, IT and social sciences 8, no. 2 (January 24, 2021): 132–40. http://dx.doi.org/10.21744/irjmis.v8n2.1100.
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In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.
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Ho, Hsiu-Zu, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant, and Padraig Dunne. "Assessment as Pedagogy in a Compressed-Format Summer Physics Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (February 26, 2021): 63–81. http://dx.doi.org/10.36366/frontiers.v33i1.515.
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This paper examines the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system. Using qualitative case study methodology, the study investigated the major pedagogical functions of assessments and their implications on student learning across three international sites. Findings from interviews, focus groups, and survey responses of international physics instructors indicated that instructors accommodated the unique program format and student cohort by fostering a highly supportive and collaborative environment for frequent formative assessments, feedback, and intervention. These pedagogical developments provide students the opportunity to learn physics intensively and gain disciplinary, metacognitive, and intercultural understanding.
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Jamali, Ferdos, and Nouzar Gheisari. "Formative assessment in the EFL context of kermanshah high schools: Teachers' familiarity and application." Global Journal of Foreign Language Teaching 5, no. 1 (November 17, 2015): 76. http://dx.doi.org/10.18844/gjflt.v5i0.48.
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Formative assessment in language teaching classes is gaining significance as one tool for successful teaching. For the teachers, administers, district managers, policy makers, and all those who lend a hand with the learning/teaching process, formative assessment can act as key factor in determining their exact whereabouts, and specifying where to go in the process .The debatable issue, however, is whether English langue teachers , as the key role players of the learning-teaching process, in the formal high schools of Kermanshah district are familiar with and employ realized-as-the-most-significant assessment techniques (questioning, feedback without grades, self-assessment, peer-assessment, and formative use of summative assessment) by Black and colleagues (2004) in their teaching act. With reference to such debate, the present study aimed at eliciting the extent of familiarity and employment of five assessment techniques from high school teachers in the formal context of education in Kermanshah district.To this end, two questionnaires, one open-ended and one 20-item Likert scale was distributed among 200 high school teachers (100 male and 100 female) in Kermanshah province. The results of statistical survey manifested that, despite highly positive perception and evaluation of the five assessment techniques, high school teachers in Kermanshah province employed just questioning technique in their classes significantly, with the four other techniques remained unemployed to a great extent. Keywords: formative assessment, EFL context, high schools, assessment techniques.
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Dahal, Bibek. "Formative Assessment and Achievement of Mathematics Students in Community Schools of Nepal." Social Inquiry: Journal of Social Science Research 1, no. 1 (December 27, 2019): 75–93. http://dx.doi.org/10.3126/sijssr.v1i1.26918.
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Formative assessment is one of the leading elements of every classroom instruction for making learning contextual and students centred. The formative assessment creates such space where a teacher as adult supporter plays the role of scaffolding on the learning performance of their students. I studied the formative assessment and students' achievement status in mathematics through survey research design. I used the contingency questionnaire as research tool under quantitative research approach. The study was conducted within the target population; total number of community schools and their mathematics students (i.e. 547) who have participated in District Level Examination in 2014. I employed simple random sampling procedure to select the sample respondents (i.e. 232). The contingency questionnaire for students with 0.74 value of internal consistency was used as a research tool to collect the basic information for the study. Regarding the theoretical framework, I used Tomlinson's Differentiated Classroom Instruction and Assessment: Philosophy of Differentiation. The research depicts that regularity of teachers' responses (check) or feedback on the students' classwork, homework, project work and tests have a creditable role in improving their students’ learning performance. Furthermore, project work, a form of formative assessment, helps to improve students’ learning performance through creating an opportunity for learning by doing, which also contributes to contextualize the abstract concept of mathematics.
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Jeong, Jin Su, David González-Gómez, and Félix Yllana Prieto. "Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation." Education Sciences 10, no. 10 (October 16, 2020): 283. http://dx.doi.org/10.3390/educsci10100283.
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Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.
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González-Gómez, David, Jin Su Jeong, and Florentina Cañada-Cañada. "EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS’ MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 401–14. http://dx.doi.org/10.33225/jbse/20.19.401.
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Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students’ motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students’ university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students’ log records. The results of multiple tier analyses exposed positive effects about students’ motivation and achievement. Based on usage measurements, students’ intensity offers the positive effects about students’ motivation and achievement. Furthermore, along with overall students’ improved performance, the effects of high-performing students’ achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs. Keywords: adaptive assignment, formative assessment, teaching/learning methodologies, university science education.
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Symes, Mark, Anna Carew, and Dev Ranmuthugala. "Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 2 (April 2014): 1–11. http://dx.doi.org/10.4018/ijqaete.2014040101.
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Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes.
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Nisar Ul Haq, Muhammad, Muhammad Mahmood, and Khadija Awan. "Assistance of Formative Assessment in the Improvement of English Writing Skills at Intermediate Level." Global Language Review V, no. III (September 30, 2020): 34–41. http://dx.doi.org/10.31703/glr.2020(v-iii).04.
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The major purpose of the study was to measure the effects of the formative assessment in the improvement of English writing skills at intermediate level. This study used a quantitative research method, descriptive in nature, so the researcher used the survey method for data collection. The study was delimited to Sahiwal division of Punjab province. The population of the study comprised of all 246 male and female colleges and higher secondary schools of Sahiwal division which are affiliated with BISE Sahiwal. Sample of this study consists of intermediate part II (328) students. A 30 items questionnaire was developed, administered and managed. Data analysis was performed by using descriptive statistics. The result shows that formative assessment assists in English writing skills, and the students face difficulties in improving English writing skills. Special lectures and trainings may be managed for English writing skills and give a specific focus on writing skills during formative assessment.
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Mohammad, Noor, Rubina Masum, and Sheeba Farhan. "Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)." Pakistan Journal of Applied Social Sciences 7, no. 1 (March 8, 2018): 17–28. http://dx.doi.org/10.46568/pjass.v7i1.316.
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This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.
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Tan, Grace, and Anne Therese Venables. "Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals." Issues in Informing Science and Information Technology 12 (2015): 181–91. http://dx.doi.org/10.28945/2180.
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IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.
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Abdullah Sharadgah, Talha, and Rami Abdulatif Sa'di. "Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions." Journal of Information Technology Education: Research 19 (2020): 755–74. http://dx.doi.org/10.28945/4615.
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Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively.
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Song, Yi, and Jesse R. Sparks. "Measuring Argumentation Skills Through a Game-Enhanced Scenario-Based Assessment." Journal of Educational Computing Research 56, no. 8 (November 27, 2017): 1324–44. http://dx.doi.org/10.1177/0735633117740605.
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This project aimed to develop an engaging formative assessment that simulates the social and dialogic processes that are often missing in traditional instruction and assessment of argumentation. In this article, we describe the design of an argumentative reasoning task within a scenario-based assessment enhanced with game elements ( Seaball—Semester at Sea). This Seaball task requires students to classify foods as “junk food” or not, by identifying relevant evidence to support their decisions and evaluating reasoning errors in others’ arguments. Data from a small-scale study of 42 middle school students revealed that students performed significantly better on questions requiring selection of appropriate evidence than questions requiring identification of logical fallacies. Additionally, students’ total scores were significantly correlated with external measures of argumentation skills, and with teacher’s ratings of their argumentative writing skills. Survey indicated that students perceived the game-enhanced scenario-based assessment as engaging. Implications for formative assessment are discussed.
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Crisp, G. T., and E. J. Palmer. "Engaging academics with a simplified analysis of their multiple-choice question (MCQ) assessment results." Journal of University Teaching and Learning Practice 4, no. 2 (April 1, 2007): 31–50. http://dx.doi.org/10.53761/1.4.2.4.
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The appropriate analysis of students’ responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity and reliability of an assessment are perceived as being too difficult for academics with a limited understanding of statistics. This inability of academics to apply conventional statistical tools with authority often makes it difficult for them to make informed judgements about improving the quality of the questions used in assessments. We analyzed students’ answers to a number of selected response assessments and examined different formats for presenting the resulting data to academics from a range of disciplines. We propose the need for a set of simple but effective visual formats that will allow academics to identify questions that should be reviewed before being used again and present the results of a staff survey which evaluated the response of academics to these presentation formats. The survey examined ways in which academics might use the data to assist their teaching and students’ learning. We propose that by engaging academics with a formal reflection of students’ responses, academic developers are in a position to influence academics’ use of specific items for diagnostic and formative assessments.
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Wengerter, Brian C., Christina Lee, Angela Rabbitts, and James Gallagher. "624 A Simple Survey for Tracking Burn Wound Assessment Skill." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S167—S168. http://dx.doi.org/10.1093/jbcr/irab032.274.
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Abstract Introduction The assessment of burn wound surgical need is a critical skill of a burn provider. In an attempt to determine whether burn wound reading by physical exam is a skill that can be measured, this article describes a simple, survey-based method developed and employed at a single, high-volume urban burn center for gauging and tracking success at predicting surgical need. Methods This study was conducted from August 8, 2019 to October 31, 2019. Study participants were care team providers, including attending physicians, fellows, residents and physician assistants. They were divided into expert and novice groups according to prior burn wound care experience. After in person examination of the burn wounds, participants were sent an electronic link to a de-identified survey. Survey answer choices included: 1 (surgical excision not required), 2 (unsure need for excision), and 3 (clear need for excision). Correctness was judged by whether or not the patient ultimately required surgery. Evaluation surveys that were unanimous among all expert and novice providers were excluded, as these were deemed inadequate for assessing wound reading skill. Weighted group mean success rates were calculated, and statistical analysis of the means was performed using a weighted, two-tailed t-test. Results During the study period a total of 112 survey events were recorded, 23 of which met exclusion criteria. The percentage of correct responses was 63±3% in the expert group (n=440 votes) and 48±15% in the novice group (n=304 votes). Weighted, two-tailed t-test analysis revealed a statistically significant difference between the expert and novice groups (p < 0.01). Conclusions This pilot study demonstrates that the current survey method of assessing burn wound surgical need was able to discriminate the wound reading skill of a group of expert providers from that of a group of novices, suggesting that burn wound reading is a skill that can be quantitatively measured. Further development of a formative assessment could aid in the formulation of an educational module to improve wound reading skills.
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Bhati, Abhishek, and Insu Song. "New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (April 11, 2019): 179. http://dx.doi.org/10.3991/ijet.v14i07.9173.
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Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.
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Lee, Christina, Abigail Ketner, Angela Rabbitts, and James Gallagher. "731 The Wound Rounds Survey: Measuring Burn Wound Reading Skills." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S197. http://dx.doi.org/10.1093/jbcr/iraa024.314.
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Abstract Introduction The assessment of burn depth and the prediction of spontaneous wound healing potential is one of the most important roles of any provider assessing burn wounds. In an attempt to determine whether burn wound reading by physical exam to determine best clinical treatment is a skill that can be measured, this article describes a method developed and employed at this urban burn center for assessment of burn wounds. Methods This study was conducted from August 8, 2019 to September 19, 2019. Study participants were attending physicians, fellows, residents and physician assistants. Cases were anonymized by the removal of personal identifiers, and participants were sent an SMS via mobile phone of a link to a Google Forms survey. After in person examination of the burn wounds, participants voted on each patient seen. Survey answer choices were 1 (healing without need for surgery), 2 (unsure), and 3 (need for surgical excision). Wound evaluations with unanimous responses were felt not to demonstrate the skill of burn wound assessment, as some wounds were obviously in need of surgery or were going to heal to even the most inexperienced examiner. The participants were grouped into expert, intermediate and novice groups, and the responses were classified as correct or incorrect based on the final outcome of the patient. Mean percentage of correct responses were calculated for each group, and statistical analysis of the means was performed using a one-way weighted ANOVA test. Results During the study period a total of 56 voting events were recorded, 26 of which were excluded based on exclusion criteria. The percentage of correct responses was 58.5 ±8.2% in the expert group (n=94), 50.8 ±11.7% in the intermediate group (n=65), and 41.7 ±16.8% in the novice group (n=72). ANOVA analysis showed that these were statistically significant differences (p < 0.01). Conclusions This pilot study shows that the current survey method of assessing burn wounds resulted in higher scores in experts when compared to intermediate and novice level practitioners, suggesting that burn wound reading is a skill that can be measured. Further development of a formative assessment could aid in the development of an educational module to improve wound reading skills. Applicability of Research to Practice Utilizing a daily survey as an instrument of formative assessment on burn wound reading.
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Abida Shaheen, Dr Farhana Khurshid, and Dr Muhammad Saeed Khan. "Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level." sjesr 3, no. 3 (October 19, 2020): 335–44. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(335-344).
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Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven instruction, dialogical discourse, formative assessment, and meta-level communication are four core principles on which TEFA is built upon. These are implemented through a question cycle in the classroom. Eight weeks duration intervention study was carried out in two urban high schools, one from each stratum (i.e., boys and girls) using a non-equivalent comparison group quasi-experimental design on a sample of 183 participants. The study participants included 42 girls and 47 boys in the experimental group, whereas 54 girls and 40 boys in the control group from the 8th-grade mathematics class. Students' mathematics motivation survey using IMI (i.e., intrinsic motivation inventory) was used to measure students' mathematics learning motivation levels. Two-way ANOVA was conducted to assess the motivation level of the students. Analysis of the results showed that the experimental group motivation level was significantly higher than the control group.
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Ugwuanyi, Christian S., Chinedu I. O. Okeke, and Matseliso L. Mokhele-Makgalwa. "University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development." International Journal of Higher Education 11, no. 1 (April 29, 2021): 1. http://dx.doi.org/10.5430/ijhe.v11n1p1.
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The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.
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Brazeal, Kathleen R., Tanya L. Brown, and Brian A. Couch. "Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques." CBE—Life Sciences Education 15, no. 4 (December 2016): ar73. http://dx.doi.org/10.1187/cbe.16-03-0133.
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Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA objectives. To address these questions, we administered a midsemester survey in seven introductory biology course sections that were using multiple FA techniques. Overall, responses to both open-ended and closed-ended questions revealed that the majority of students held positive perceptions of FAs and perceived FAs to facilitate their learning in a variety of ways. Students consistently considered FA activities to have accomplished particular objectives, but there was greater variation among FAs in how students perceived the achievement of other objectives. We further discuss potential sources of student resistance and implications of these results for instructor practice.
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Aagaard, Eva, Gregory C. Kane, Lisa Conforti, Sarah Hood, Kelly J. Caverzagie, Cynthia Smith, Davoren A. Chick, Eric S. Holmboe, and William F. Iobst. "Early Feedback on the Use of the Internal Medicine Reporting Milestones in Assessment of Resident Performance." Journal of Graduate Medical Education 5, no. 3 (September 1, 2013): 433–38. http://dx.doi.org/10.4300/jgme-d-13-00001.1.
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Abstract Background The educational milestones were designed as a criterion-based framework for assessing resident progression on the 6 Accreditation Council for Graduate Medical Education competencies. Objective We obtained feedback on, and assessed the construct validity and perceived feasibility and utility of, draft Internal Medicine Milestones for Patient Care and Systems-Based Practice. Methods All participants in our mixed-methods study were members of competency committees in internal medicine residency programs. An initial survey assessed participant and program demographics; focus groups obtained feedback on the draft milestones and explored their perceived utility in resident assessment, and an exit survey elicited input on the value of the draft milestones in resident assessment. Surveys were tabulated using descriptive statistics. Conventional content analysis method was used to assess the focus group data. Results Thirty-four participants from 17 programs completed surveys and participated in 1 of 6 focus groups. Overall, the milestones were perceived as useful in formative and summative assessment of residents. Participants raised concerns about the length and complexity of some draft milestones and suggested specific changes. The focus groups also identified a need for faculty development. In the exit survey, most participants agreed that the Patient Care and Systems-Based Practice Milestones would help competency committees assess trainee progress toward independent practice. Conclusions Draft reporting milestones for 2 competencies demonstrated significant construct validity in both the content and response process and the perceived utility for the assessment of resident performance. To ensure success, additional feedback from the internal medicine community and faculty development will be necessary.
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Orr, Margaret Terry, Liz Hollingworth, and Barbara Beaudin. "Performance assessment for school leaders: comparing field trial and implementation results." Journal of Educational Administration 58, no. 1 (August 23, 2019): 38–59. http://dx.doi.org/10.1108/jea-05-2018-0087.
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Purpose The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014–2015) and first year of statewide implementation (2015–2016) when passing score requirements and fees were added. Survey results on candidates’ career aspirations provide concurrent validation. Design/methodology/approach Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year. Findings The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL’s internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial. Research limitations/implications The study is limited to one state’s candidates, but findings are generalizable based on the wide range among candidates’ districts (demographically and economically). Practical implications The results are promising for the leadership preparation and assessment field, demonstrating the effectiveness of performance assessment for authentic evaluation of leadership candidates’ knowledge and skill and overall readiness for initial leadership work. Originality/value This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.
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Rodríguez, Liliana Magdalena Alcívar, Karina Eliana Castro Intriago, Luis Alfredo Tubay Cevallos, and Lubis Carmita Zambrano Montes. "Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system." International journal of physics & mathematics 3, no. 1 (December 27, 2020): 26–33. http://dx.doi.org/10.31295/ijpm.v3n1.900.
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Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.
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Primhak, Robert. "Assessment methods in respiratory medicine training in Europe: current status and future needs." Breathe 16, no. 1 (March 2020): 190314. http://dx.doi.org/10.1183/20734735.0314-2019.
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There is a perceived need for harmonisation of training standards in medicine across Europe. Assessment methodology is a fundamental part of this harmonisation. Assessment may be: summative, measuring competency at the end of training, usually in a pass/fail mode; or formative, assessing strengths and weaknesses during training with a view to optimising performance. A survey of experienced respiratory medicine trainers in Europe was undertaken to discover the formative and summative assessment methods being used, and to explore the use of workplace-based assessments (WBAs). Structured interviews were sought with experienced trainers in adult and paediatric respiratory medicine. 35 trainers from 22 (71%) out of 31 countries were interviewed.The number of types of summative assessments required at the end of training varied from 0 to 4 including clinical (25%), written (44%) and oral (47%) examinations. Four respondents required a research thesis as a proof of clinical competence.WBA was not commonly used. Only 14% of respondents reported using a formal case-based discussion, 20% used a form of multisource feedback and 25% described some form of formal assessment of procedural skills. However, 77% of all respondents expressed a wish to have access to case-based discussion and 72% wanted to have a facility for multisource feedback. The majority also wanted training in the use of these tools. Almost half of the respondents had received no formal training in educational supervision and 80% of all respondents expressed a wish to receive such training.The findings suggest that there is no adequate process of ensuring uniform standards for specialist accreditation in Europe, and demonstrate a need and desire among trainers for more WBA tools and training in their use to be made available.
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Rajamani, Arvind, Sebastian Knudsen, Kerrianne Ngoc Bich Ha Huynh, Stephen Huang, Wai-Tat Wong, Iris Ting, Anthony S. McLean, et al. "Basic echocardiography competence program in intensive care units: A multinational survey of intensive care units accredited by the College of Intensive Care Medicine." Anaesthesia and Intensive Care 48, no. 2 (March 2020): 150–54. http://dx.doi.org/10.1177/0310057x20911663.
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In 2014, basic critical care echocardiography (BCCE) competence became a mandatory requirement for trainees registered with the College of Intensive Care Medicine (CICM). To determine the proportion of CICM intensive care units (ICUs) that conduct a BCCE competence program and to learn about the barriers/challenges and successful strategies, we conducted a survey of intensivists working in ICUs accredited by CICM for basic/advanced training in Australia, New Zealand, Hong Kong, Singapore, Ireland and India. Following consultations with content experts and a trial phase to improve clarity and minimise ambiguity, an 11-point questionnaire survey was sent to one intensivist from every CICM-accredited ICU by several methods. Participation was voluntary. Consent was implied. No incentives were offered. Results are reported as numbers and percentages. Of the 104 ICUs surveyed, 99 (95.1%) responded, with 75 (75.8%) having no BCCE teaching whatsoever. In the remaining 24 (24.2%) ICUs, the teaching process was widely variable. Only 5/99 (5.1%) ICUs provided a structured BCCE competence program through which trainees performed and archived BCCE scans, maintained a logbook and underwent formative and summative assessments for credentialling. Six more ICUs provided formative assessment but relied on external bodies for competence assessment. Overall, 20/99 (20.2%) ICUs allowed trainees to perform unsupervised scans for clinical management, even if they were not BCCE competent. Nineteen intensivists perceived management errors due to misinterpretation of echocardiographic findings. Very few CICM-accredited ICUs offer a structured BCCE competence program. To fulfil the objective of universal BCCE competence, potential solutions are presented.