To see the other types of publications on this topic, follow the link: Formative teacher assessment.
Journal articles on the topic 'Formative teacher assessment'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Formative teacher assessment.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Perishko, Iryna. "FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 114–17. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-114-117.
Full textAbstract:
The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.
2
Moura, André, Amândio Graça, and Paula Batista. "Understandings and uses of assessment: case study with Spanish teacher educators." Journal of Sport Pedagogy & Research 7, no. 4 (July 2021): 32–40. http://dx.doi.org/10.47863/wooh4376.
Full textAbstract:
Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.
3
Arrafii, Mohammad Arsyad, and Baiq Sumarni. "Teachers’ Understanding of Formative Assessment." Lingua Cultura 12, no. 1 (February 28, 2018): 45. http://dx.doi.org/10.21512/lc.v12i1.2113.
Full textAbstract:
The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level. To achieve the intended purposes, a self-designed instrument named Teacher Formative Assessment Literacy Questionnaire (TFALTQ) was emploted. Cronbach alpha measured the internal consistency of items that measuring the latent constructs were adequately accepted (α= 0,67), and exploratory the factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic of 0,72. The questionnaire was distributed to all English teachers who taught in the secondary high school in central Lombok. There were 243 teachers from public and private high schools were participated in the study. The participants came from both public school and religious school, regardless of their school types and level. Using the case of 243 English teachers, the analysis reveals that the teachers’ understanding of formative assessment is inadequate and that four dimensions of teachers’ formative assessment literacy and understanding are revealed. These include an assessment to serve the accountability purpose, examination/test driven learning, the procedural approach to learning and assessment, and the receptive role of students. The multiple hierarchical regression analysis is performed to identify athe factors that are influencing the teachers’ formative assessment literacy. The analysis suggests that the teachers have a poor understanding of formative assessment, insufficient training in assessment and gender is a strong predictors of teachers understanding of formative assessment.
4
Ismail, Ismail, and Tini Tini. "The Effect of formative assessment on students’ grades in learning English." MAJESTY JOURNAL 2, no. 1 (February 11, 2020): 20–30. http://dx.doi.org/10.33487/majesty.v2i1.315.
Full textAbstract:
Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.
5
Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.
Full textAbstract:
Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes. Key words: assessment conversations, formative assessment, science inquiry.
6
Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.
Full textAbstract:
This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.
7
Chetcuti, Deborah A., and Michael A. Buhagiar. "ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 39–52. http://dx.doi.org/10.33225/pec/14.58.39.
Full textAbstract:
The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education
8
Gu, Peter Yongqi, and Guoxing Yu. "Researching Classroom-Based Assessment for Formative Purposes." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 150–68. http://dx.doi.org/10.1515/cjal-2020-0010.
Full textAbstract:
Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.
9
Ebby, Caroline B., and Marjorie Petit. "Using Learning Trajectories to Enhance Formative Assessment." Mathematics Teaching in the Middle School 22, no. 6 (February 2017): 368–72. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0368.
Full textAbstract:
Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.
10
Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua, and Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching." Assessment for Effective Intervention 44, no. 2 (May 15, 2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.
Full textAbstract:
This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.
11
Sobarningsih, Nunung, Tika Karlina Rachmawati, and Riva Lesta Ariany. "PENGENALAN ASSESSMENT FOR LEARNING (AfL) BAGI GURU." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 2, no. 1 (April 20, 2018): 41. http://dx.doi.org/10.30734/j-abdipamas.v2i1.153.
Full textAbstract:
ABSTRACTThe curriculum used in education today is the 2013 curriculum. The emphasis of assessment within the 2013 curriculum is authentic assessment. Summative assessment and formative assessment are part of the authentic assessment. Summative assessment has been widely applied by teachers but it is still rare for teachers to apply formative assessments. In formative assessment, the teacher assesses during the learning process and the teacher still has difficulty in doing assessment during the learning process. To find alternative solutions then held training on formative assessment such as assessment by using Assessment for Learning. The purpose of community service is to provide insight to teachers about Assessment for Learning (AfL) that can be developed and utilized in accordance with the competence to be achieved. Target community in dedication to this community is the teachers MTs Negeri 2 Bandung, amounting to 50 people. This activity was held on October 19, 2016, which was held in the hall of MTs Negeri 2 Bandung City, teacher assistance implemented AfL 1 on October 25, 2016 in class VIII B and VIII G, while teacher assistance implemented AfL 2 on October 26, 2016 in class VIII B and VIII F. From the evaluation results obtained the results of activities of service to these communities such as increasing the knowledge of teachers in conducting formative assessment by Assessment for Learning. With the holding of teacher assistance in the classroom then the teacher will understand the application of Assessment for Learning in the learning process. This devotion works smoothly because of the support from various parties and the participation of participants who are quite enthusiastic and actively participate in this training. These devotional activities should be performed on broader goals and can be developed with other assessments. Thus, it is hoped that in the future they will be able to assist teachers in developing the assessment especially formative assessment in the learning process.Keywords: assessment, formative assessment, Assessment for Learning (AfL) ABSTRAKKurikulum yang digunakan dalam pendidikan sekarang ini adalah kurikulum 2013. Penekanan penilaian di dalam kurikulum 2013 adalah penilaian autentik. Penilaian sumatif dan penilaian formatif merupakan bagian dari penilaian autentik. Penilaian sumatif sudah banyak diterapkan oleh guru tetapi masih jarang guru yang menerapkan penilaian formatif. Di dalam penilaian formatif, guru melakukan penilaian selama proses pembelajaran dan guru masih kesulitan dalam melakukan assessment selama proses pembelajaran. Untuk mencari alternatif solusinya maka diadakan pelatihan tentang penilaian formatif seperti penilaian dengan menggunakan Assessment for Learning. Tujuan kegiatan pengabdian kepada masyarakat ini adalah memberikan wawasan kepada guru-guru tentang Assessment for Learning (AfL) yang dapat dikembangkan dan dimanfaatkan sesuai dengan kompetensi yang ingin dicapai. Sasaran masyarakat dalam pengabdian kepada masyarakat ini adalah guru-guru MTs Negeri 2 Kota Bandung yang berjumlah 50 orang. Kegiatan ini dilaksanakan pada tanggal 19 Oktober 2016 yang bertempat di aula MTs Negeri 2 Kota Bandung, pendampingan guru menerapkan AfL 1 pada tanggal 25 Oktober 2016 di kelas VIII B dan VIII G, sedangkan pendampingan guru menerapkan AfL 2 pada tanggal 26 Oktober 2016 di kelas VIII B dan VIII F. Dari hasil evaluasi diperoleh hasil dari kegiatan pengabdian kepada masyarakat ini diantaranya adalah meningkatkan pengetahuan guru dalam melakukan penilaian formatif secara Assessment for Learning. Dengan diadakannya pendampingan guru di kelas maka guru akan memahami penerapan Assessment for Learning dalam proses pembelajaran. Kegiatan pengabdian ini berjalan lancar karena mendapatkan dukungan dari berbagai pihak serta partisipasi peserta yang cukup antusias dan berpartisipasi aktif dalam pelatihan ini. Kegiatan pengabdian ini hendaknya dilakukan pada sasaran yang lebih luas dan dapat dikembangkan dengan assessment yang lain. Dengan demikian, diharapkan kelak dapat membantu guru-guru dalam mengembangkan penilaian khusunya penilaian formatif dalam proses pembelajaran.Kata Kunci: penilaian, penilaian formatif, Assessment for Learning (AfL)
12
Duckor, Brent, Carrie Holmberg, and Rossi Becker Joanne. "Making Moves: Formative Assessment in Mathematics." Mathematics Teaching in the Middle School 22, no. 6 (February 2017): 334–42. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0334.
Full text
13
van Halem, Nicolette, Sui Lin Goei, and Sanne F. Akkerman. "Formative assessment in teacher talk during lesson studies." International Journal for Lesson and Learning Studies 5, no. 4 (October 10, 2016): 313–28. http://dx.doi.org/10.1108/ijlls-11-2015-0041.
Full textAbstract:
Purpose The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA). Design/methodology/approach The study took place in the context of upper preparatory vocational education in the Netherlands. The learning trajectory of two LS teams was examined qualitatively, using the framework of FA to analyze teachers’ explorative talk during LS-meetings. The sample included Dutch language teachers and mathematics teachers. Findings Findings revealed how the process of FA was intertwined with the LS process. Systematic examination of teaching practice was partly identified, however, FA was frequently inadequately applied. Teachers tended to rush into talk about pedagogics, instead of identification of goals and students’ educational (support) needs. In total, 12 characteristics of teacher talk were related to the extent to which FA was applied. Research limitations/implications The findings of this study suggest that guidance and support during LS-meetings is desirable for systematic practices during LS-meetings and this guidance and support should adapt to specific weaknesses and strengths of a LS team. Originality/value This study builds on previous findings suggesting that a systematic approach is important for teachers during LS-meetings. The findings provide a starting point for realizing the potential of LS in preparatory vocational education, by revealing potential pitfalls of systematic practice during LS-meetings. Moreover, this study presents a framework of FA as a potential tool in facilitating a systematic practice of LS.
14
ShinDongil and 김종국. "Analyzing formative teacher assessment through spoken discourse." Korean Journal of English Language and Linguistics 12, no. 4 (December 2012): 721–45. http://dx.doi.org/10.15738/kjell.12.4.201212.721.
Full text
15
Feldman, Allan, and Brenda M. Capobianco. "Teacher Learning of Technology Enhanced Formative Assessment." Journal of Science Education and Technology 17, no. 1 (November 20, 2007): 82–99. http://dx.doi.org/10.1007/s10956-007-9084-0.
Full text
16
Henriksson, Ann-Catherine. "Kommunikation kring elevens förkunskap som en del av den formativa bedömningenCommunication about pupils´ prior knowledge as a part of formative assessment." Nordic Studies in Science Education 11, no. 2 (May 26, 2015): 180–91. http://dx.doi.org/10.5617/nordina.2046.
Full textAbstract:
Communicating pupils´ prior understanding and knowledge is essential when you look upon learning from a constructivist point of view. Formative assessment is an important factor influencing learningand making learning visible for the pupil and the teacher. This qualitative study focuses on how primary school teachers look upon communicating the pupils´ prior understanding and knowledge in the science subjects. The main aim of the study is to clarify class-teachers´ perceptions of communication about pupils´ prior knowledge according to the extent and the form. The semi-structured interviews were conducted in spring 2012. The teachers´ perceptions of communication about the pupils´ prior knowledge can as a result from this study be categorized into four different categories: 1. A structured control considering both the students and the teacher’s awareness. 2. A discussion about the upcoming theme. 3. The teacher feels that he or she is aware of the knowledge level without communication. 4. Avoidance of discussion and control because the teacher feels unsecure about his or her own subject knowledge. The research implies that because teaching science in very heterogeneous classes can be challenging the teachers seem to need more knowledge about how to improve the quality of formative assessment. Further, they need more knowledge about what benefits you as a teacher and the pupils get from using formative assessment.
17
Heritage, Margaret. "Knowing what to do next: the hard part of formative assessment?" CADMO, no. 1 (June 2011): 67–84. http://dx.doi.org/10.3280/cad2011-001009.
Full textAbstract:
Formative assessment involves gathering evidence during the course of instruction to provide feedback to teachers and students about learning (Allal & Lopez, 2005; Black & Wiliam, 1998a; 1998b; Black, Harrison, Lee, Marshall & Wiliam, 2003; Shepard, Hammerness, Darling-Hammond & Rust, 2005). A central role for teachers in formative assessment is the use of evidence of student learning to make adjustments to teaching (Black & Wiliam, 1998a; 1998b). The purpose of this paper is to highlight specific challenges teachers experience when taking pedagogical action based on their interpretation of formative assessment evidence. The paper draws from two studies: one quantitative study showing the relative difficulties teachers have using evidence to inform instruction, and one qualitative study highlighting teacher challenges in using evidence and how those challenges can be addressed with assistance. Descriptions of the studies are presented, reasons for teacher difficulties are hypothesized, and areas of further research are suggested.
18
Manrique Arribas, Juan Carlos, Diego Herrero-González, and Víctor Manuel López-Pastor. "Incidencia de la Formación Inicial y Permanente del Profesorado en la aplicación de la Evaluación Formativa y Compartida en Educación Física (Incidence of Pre-service and In-service Teacher Education in the application of Formative and Shared Assessment." Retos, no. 41 (January 25, 2021): 533–43. http://dx.doi.org/10.47197/retos.v0i41.86090.
Full textAbstract:
La competencia en evaluación entre el profesorado de Educación Física es una de sus principales preocupaciones educativas. Por ello, es necesario estudiar la adquisición de esta competencia tanto en la formación inicial como en la formación permanente. El presente estudio tiene dos objetivos: (a) analizar qué influencia tiene haber vivido sistemas de Evaluación Formativa y Compartida durante la Formación Inicial del Profesorado en la evaluación que emplean durante sus primeros años de práctica profesional unos maestros de Educación Física en Primaria; y (b) investigar cómo influye la pertenencia a un grupo de trabajo de Formación Permanente del Profesorado de investigación-acción, que utiliza de forma habitual sistemas de Evaluación Formativa y Compartida en Educación Física. Se realiza un estudio de casos múltiple en el que se lleva a cabo una entrevista individual semiestructurada a varios profesores pertenecientes a este grupo de trabajo. Los resultados indicaron que existe una transferencia entre las experiencias de evaluación vividas durante su formación inicial y la aplicación de estos sistemas de evaluación en los primeros años como docentes. A pesar de que algunos de los profesores no contaron con este tipo de experiencias, igualmente desarrollaron estos sistemas gracias a su formación permanente. Los participantes valoraron positivamente las experiencias de Evaluación Formativa y Compartida en la formación inicial, pero más aún resaltaron la importancia de la formación permanente.
Abstract. The assessment literacy among Physical Education teachers is one of the main educational concerns. For this reason, it is necessary to analyze the acquisition of this literacy both Pre-service and In-service Teacher Education. The present study has two objectives: (a) analyzing the influence of having experienced Formative and Shared Assessment systems during the Pre-service Teacher Education in the evaluation systems used by Physical Education teachers in Primary in their early years as teachers; and (b) investigating how it influences belonging to a work group of In-service Teacher Education of action research, which regularly uses Formative and Shared Assessment systems in Physical Education. A multiple case study is carried. In this study a semi-structured individual interview is conducted with several teachers belonging to this work group. The results indicated that there is a transfer between the experiences of Formative and Shared Assessment lived during their Pre-service Teacher Education and the application of these assessment systems in the first years as teachers. Although some of these teachers did not have such experiences in their Pre-service Teacher Education, they developed these systems through the In-service Teacher Education. The participants positively assessed the Formative and Shared Assessment experiences in the Pre-service Teacher Education, but even more, they indicated the relevance of the In-service Teacher Education.
19
Wylie, E. Caroline, Christine J. Lyon, and Laura Goe. "TEACHER PROFESSIONAL DEVELOPMENT FOCUSED ON FORMATIVE ASSESSMENT: CHANGING TEACHERS, CHANGING SCHOOLS." ETS Research Report Series 2009, no. 1 (June 2009): i—32. http://dx.doi.org/10.1002/j.2333-8504.2009.tb02167.x.
Full text
20
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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
Alsubaiai, Hanan Sarhan Megaad. "Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature." English Language Teaching 14, no. 7 (July 1, 2021): 107. http://dx.doi.org/10.5539/elt.v14n7p107.
Full textAbstract:
Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment.
23
Lamberg, Teruni, Linda Gillette-Koyen, and Diana Moss. "Supporting Teachers to Use Formative Assessment for Adaptive Decision Making." Mathematics Teacher Educator 8, no. 2 (March 2020): 37–58. http://dx.doi.org/10.5951/mte-2019-0005.
Full textAbstract:
Formative assessment helps teachers make effective instructional decisions to support students to learn mathematics. Yet, many teachers struggle to effectively use formative assessment to support student learning. Therefore, teacher educators must find ways to support teachers to use formative assessment to inform instruction. This case study documents shifts in teachers’ views and reported use of formative assessment that took place as they engaged in professional development (PD). The PD design considered the formative assessment cycle (Otero, 2006; Popham, 2008) and embedded it within a pedagogical framework (Lamberg, 2013, in press) that took into account the process of mathematics planning and teaching while supporting teachers to learn math content. Teachers restructured their definition of student understanding, which influenced how they interpreted student work and made instructional decisions. Teachers’ pre-PD instructional decisions focused on looking for right and wrong answers to determine mastery and focused on pacing decisions. Their post-PD decisions focused on student thinking and adapting teaching to support student thinking and learning. Implications for PD to support teachers to use formative assessment and research are discussed.
24
Kristiyanti, Komang Lisna. "The Implementation of Online Formative Assessment in English Learning." Journal of Educational Study 1, no. 1 (June 26, 2021): 76–84. http://dx.doi.org/10.36663/joes.v1i1.155.
Full textAbstract:
The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes. This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.
25
Johnson, Carla C., Toni A. Sondergeld, and Janet B. Walton. "A Study of the Implementation of Formative Assessment in Three Large Urban Districts." American Educational Research Journal 56, no. 6 (April 9, 2019): 2408–38. http://dx.doi.org/10.3102/0002831219842347.
Full textAbstract:
In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed.
26
Govender, Poomoney. "Insights into Grade 2 teachers’ enactment of formative assessment in mathematics in selected priority schools in Gauteng." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1780.
Full textAbstract:
This article reports on Grade 2 teachers’ perceptions of formative assessment in explaining the phenomenon of the underutilisation of formative assessment practices in mathematics teaching. A qualitative and interpretative case study investigated two Grade 2 teachers’ enactment of formative assessment in priority schools in Gauteng. Data were collected through semi-structured interviews and observations of lessons. The basic principles of qualitative content analysis were applied during data analysis and guided by the formative assessment theoretical framework proposed by Black and Wiliam (2009). The study revealed that teachers’ enactment of formative assessment was limited by their vague understanding of formative assessment and the tensions between formative assessment and curriculum compliance. The study’s central claim is that teachers may know about formative assessment, but if they do not understand how children learn and engage in mathematics learning, then they are unlikely to enact it correctly. While teachers who attended the in-service training programme were able to use some of the strategies as singular tools, they were still unable to implement the combined strategies that constitute the formative assessment pedagogy. Hence, the formative assessment practices of teachers bore limited possible returns on investment to improve learning outcomes in mathematics. The unique contribution of this study is its potential to inform teacher development, policy and practice as it yielded important insights while reinforcing and amplifying existing knowledge.
27
Janicka, Monika. "DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE." Neofilolog, no. 54/1 (March 31, 2020): 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.
Full textAbstract:
The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers.
28
Jiang, Yan. "Exploring Teacher Questioning as a Formative Assessment Strategy." RELC Journal 45, no. 3 (September 24, 2014): 287–304. http://dx.doi.org/10.1177/0033688214546962.
Full text
29
Tigelaar, Dineke E. H., and Douwe Beijaard. "Special issue: formative assessment and teacher professional learning." Teachers and Teaching 19, no. 2 (April 2013): 109–14. http://dx.doi.org/10.1080/13540602.2013.741840.
Full text
30
Leung, Constant. "Developing Formative Teacher Assessment: Knowledge, Practice, and Change." Language Assessment Quarterly 1, no. 1 (January 2004): 19–41. http://dx.doi.org/10.1207/s15434311laq0101_3.
Full text
31
Webb, Mary. "Beginning teacher education and collaborative formative e‐assessment." Assessment & Evaluation in Higher Education 35, no. 5 (August 2010): 597–618. http://dx.doi.org/10.1080/02602931003782541.
Full text
32
Masita, Maya, and Nur Fitri. "The Use of Plickers for Formative Assessment of Vocabulary Mastery." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (October 6, 2020): 311–20. http://dx.doi.org/10.30605/25409190.179.
Full textAbstract:
The use of technology considered has able to help the learning process, especially in teaching English. In the industry revolution 4.0, there are some alternatives to teach English effectively. Plickers is an application that can help the teachers to measure student capability. This application used printable paper clickers to assign each student using the Plickers card. The teacher is instantly checking the student responses and assessment data for every question. This study was using mixed methods design to describe the use of Plickers for formative assessment of vocabulary mastery. The finding shows that Plickers help the teacher in preparing, executing, and examining in formative assessment. This application was able to improve students’ motivation and participation.
33
Gallo, Donna J. "Formative assessment practices and children’s singing accuracy: A mixed methods inquiry." International Journal of Music Education 37, no. 4 (August 2, 2019): 593–607. http://dx.doi.org/10.1177/0255761419852172.
Full textAbstract:
The purpose of this mixed methods study was to determine the effect of formative assessment strategies on second grade students’ singing accuracy and to examine how music educators planned for and enacted these practices. Student participants ( n = 63) were divided into three groups over a six-week period: (a) a partial treatment group where the teacher used data from the pretest to improve areas of singing weakness; (b) a full treatment group where the teacher used data to improve areas of weakness and engaged students in self- and peer-assessment techniques; and (c) a control group who received no formalized treatment. Linear regression analysis indicates that the “partial treatment” group had the largest gains in singing accuracy, but the case study analysis revealed that the teachers’ knowledge and values mediated their enactment of these practices as they adopted and adapted them in varied ways. The “partial treatment” teacher’s motivation and proclivity for creating new assessment practices indicates that gains in this group’s singing accuracy may have been due to teacher effects and not the strategies themselves. Implications for teacher professional development and practical considerations for embedding meaningful formative assessment in music contexts are provided.
34
Kondri, Besarta Zhaku. "The Effect of Formative Assessment on Students' Success." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 245. http://dx.doi.org/10.26417/ejser.v5i1.p245-253.
Full textAbstract:
Assessment is an important part of teaching and learning process. Moreover, it is a dynamic process which changes continuously. Formative assessment is a part of the assessment process in general. This paper studies the effect of formative assessment in students’ success. This study took place in the primary school Nuri Mazari, Struga, Macedonia. In the study participated 115 students who learn English as a foreign language. They are not the same grade, they are sixth, seventh, eighth and ninth grade students. The participants will be divided into two groups based on their gender. In order to see the effect of formative assessment, students' success before the application of formative assessment will be compared with their success after the application of formative assessment. After the first month, the teacher will take notes about the students’ grades, which will be considered as initial data for this study, during the next two months, the teacher will apply the formative assessment. Then, the teacher will give them a final grade based on students’ success during the application of formative assessment. The difference in students' grades before and after the study took place makes the effect of formative assessment more obvious. The data gathered in this study will be analyzed with SPSS program.
35
Bodony, M. A. "The problem of the reliability of the teachers’ assessment judgments in formative assessment." Vestnik of Minin University 8, no. 4 (November 7, 2020): 5. http://dx.doi.org/10.26795/2307-1281-2020-8-4-5.
Full textAbstract:
Introduction. The organization of the educational process involves the implementation of ongoing assessment, which provides support for students’ educational activities and the impact on the educational process to improve its effectiveness. One of the elements of the teacher's assessment activity is an assessment judgment, which is formulated by the teacher in the current process of monitoring, diagnosing, analyzing and interpreting the results of students' learning activities and is aimed at informing students about the degree of the planned result achievement, students’ motivation, approval, remark, etc. The study of the teacher's assessment judgments in the context of formative assessment correlates with the problem of reliability, which ensures the consistency, objectivity, fairness and stability of the results of assessment activities.Materials and Methods. The material for the research includes 20 articles published from 2017 to 2020 and devoted to the problems of teachers’ assessment judgments during the process of formative assessment. They were collected by using keywords in the full-text databases of published scientific research which were ScienceDirect and Wiley Online Library. The selected articles were analyzed and summarized from the point of view of considering the factors that influence the teacher's assessment judgments and create conditions for reducing reliability.Results. As a result of the analysis of publications, we identified the following groups of factors that affect the reliability of the teacher's assessment judgments: factors caused by the components of the assessment situation, which include factors related to the subject and object of the assessment, assessment target, scope of the assessment, the basis of the assessment, as well as the use of the assessment tool; factors related to the assessment judgment; external factors.Discussion and Conclusions. The study of the factors influencing the reliability of the teacher's assessment judgments determines the possibilities of increasing the effectiveness of the assessment activities in the process of formative assessment. Understanding the role of each factor creates conditions for preparing recommendations for the teacher to improve the reliability of the current assessment. In addition, on the basis of the classification under consideration, it is possible to conduct empirical studies to clarify the specifics of activating certain factors depending on the goals, conditions and individual characteristics of all participants of the educational process in order to increase the effectiveness of monitoring the achievements of planned educational results and support the educational process.
36
Vekkesser, Maria V. "Technology of formative assessment in teaching philological disciplines in university and school." Science and School, no. 3, 2020 (2020): 138–47. http://dx.doi.org/10.31862/1819-463x-2020-3-138-147.
Full textAbstract:
The article considers the technology of formative assessment and methods for its implementation in the context of the activity approach. Formative assessment allows the student to realize the result of his activity in the lesson (class) in each specific case, to improve his result; to understand what was important in the lesson (class). In the context of formative assessment, the student becomes an active subject of evaluation activity. Teachers, using this technology, receive information on how effective the learning material is learned by students, and this further enables the teacher to adjust the organization of the educational process. The introduction of assessment technology techniques contributes to the formation of the students’ ability to evaluate their activities and their results, changes that occur in the subject of activity and in themselves.
37
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.
Full textAbstract:
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.
38
Mohamadi Zenouzagh, Zohre. "The effect of online summative and formative teacher assessment on teacher competences." Asia Pacific Education Review 20, no. 3 (November 29, 2018): 343–59. http://dx.doi.org/10.1007/s12564-018-9566-1.
Full text
39
Gay, A. Susan, and Lisa Burbridge. "“Bring Your Own Device” for Formative Assessment." Mathematics Teacher 110, no. 4 (November 2016): 310–13. http://dx.doi.org/10.5951/mathteacher.110.4.0310.
Full text
40
Hendrickson, Katie A. "Sound Off!: Learning from Finland: Formative Assessment." Mathematics Teacher 105, no. 7 (March 2012): 488–89. http://dx.doi.org/10.5951/mathteacher.105.7.0488.
Full textAbstract:
This article examines the use of formative assessment practices in Finland classrooms, including intervention, teacher feedback, and student self-evaluation, and explores connections between standardized testing and formative assessment.
41
Demirci, Cavide, and Halil Duzenli. "Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom." World Journal of Education 7, no. 6 (December 15, 2017): 63. http://dx.doi.org/10.5430/wje.v7n6p63.
Full textAbstract:
Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproducepreviously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learningmaterials, saving time by minimizing presentations and using it as a formative assessment tool. This article exploreshow a teacher can employ the strategy to both promote active learning and conduct formative assessment in atime-efficient way. To do this, a TPS activity was designed on an online platform along with an assessment rubric forstudent products. In 60 minutes, students thought individually on the topic provided, discussed and collaborated ingroups and finally wrote down their paragraphs on the online tool. Each group shared paragraphs simultaneously.The teacher examined the paragraphs in terms of the predefined learning outcomes and determined the points to berevised. The students answered an open-ended online questionnaire a day later and the qualitative data were analyzedthrough a coding system. The assessment results successfully showed the learning points to be revisited and theresults of the questionnaire supported the assessments of the teacher. The majority of the students revealed that theywere satisfied and willing to do the activity again in the future.
42
Glover, Todd A., Ryan J. Kettler, Linda A. Reddy, and Alexander Kurz. "Formative Assessment Approaches to Inform Teacher Practices: Key Considerations." Assessment for Effective Intervention 44, no. 2 (December 13, 2018): 67–68. http://dx.doi.org/10.1177/1534508418811589.
Full textAbstract:
To guide data-based decision making in schools, it is important to focus not only on how to best measure students’ needs, but also on how to measure and integrate data on teacher practices. The purpose of this special issue is to describe and present findings from research on the measurement of teacher practices and approaches for facilitating and evaluating school personnel’s use of data to inform instructional decisions that promote student achievement. Two initial articles in this special issue focus on approaches for measuring teacher practices/processes. The following two articles describe structured technology-driven approaches for facilitating, investigating, and evaluating job-embedded teacher professional development in the form of coaching. A final article provides an illustrative example of the application of a measure for assessing teacher practices in the classroom. The special issue concludes with an expert commentary on this work and future directions for research and practice.
43
Romero-Martín, Rosario, Francisco-Javier Castejón-Oliva, Víctor-Manuel López-Pastor, and Antonio Fraile-Aranda. "Formative assessment, communication skills and ICT in Initial teacher education." Comunicar 25, no. 52 (July 1, 2017): 73–82. http://dx.doi.org/10.3916/c52-2017-07.
Full textAbstract:
The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire was applied to a total sample of 1,243 students, 487 graduates and 345 lecturers from 24 Spanish universities that cover most of Spain’s Regional Autonomous Communities. The results from the questionnaires indicate that for all three groups the most relevant element in the assessment process is the teacher-student interaction, and the second most relevant are the competences in interpersonal relationships. Significant differences are also found in practically all the items in the questionnaire between the responses of lecturers and students and between those of students and graduates. In our detailed study of the perceptions of students regarding their competence in ICT, those taking the degree in PTPE perceive a greater use of ICT than those taking the degree in PESS. The same difference was found with students under 22 years of age in relation to the older students. No gender differences were found. La finalidad de este estudio es analizar la percepción del profesorado, alumnado y egresados en relación a los sistemas de evaluación formativa y compartida y a la adquisición de competencias docentes respecto a la comunicación y al uso de las TIC, en la formación inicial en el Grado de Maestro de Primaria (Educación Física) y en el Grado en Ciencias de la Actividad Física y el Deporte (CCAFD). Se ha aplicado una escala diseñada «ad hoc» en una muestra total de 1.243 estudiantes, 487 egresados y 345 profesores de 24 Universidades españolas que abarcan la mayoría de las Comunidades Autónomas. Los resultados indican que para los tres colectivos el elemento más relevante en el proceso de evaluación es la interacción profesores-estudiantes y, en segundo lugar, las competencias en relaciones interpersonales. También que existen diferencias significativas en prácticamente todos los ítems entre los profesores y los estudiantes y entre estos y los egresados. En el estudio pormenorizado de la percepción de las competencias TIC por parte de los estudiantes, los procedentes del Grado de Maestro de Primaria perciben una mayor utilización de las TIC que los de CCAFD; lo mismo ocurre con los menores de 22 años en relación a los más mayores. No se han encontrado diferencias en función del género.
44
Kadyrova, Ziada. "FORMATIVE EVALUATION AS A MEANS OF IMPROVING THE QUALITY OF KNOWLEDGE OF STUDENTS IN PRIMARY CLASSES." Alatoo Academic Studies 20, no. 2 (April 30, 2020): 51–59. http://dx.doi.org/10.17015/aas.2020.202.06.
Full textAbstract:
At the elementary school of Kyrgyzstan, new types of assessment of learning outcomes are actively being introduced. Stormy discussion causes problems with the use of formative assessment in the classroom. Methodists note the positive role of various formative assessment strategies. In the article, the author proposes strategies for formative assessment in elementary school lessons. Tips for teachers to successfully apply strategies are offered. It is shown that the proposed strategies allow the elementary school teacher to achieve good results in teaching subjects. At the end of the article, the author gives recommendations for the successful application of formative assessment strategies that can contribute to ensuring the quality of education in primary school.
45
Nurhayati, Annisa. "The Implementation of Formative Assessment in EFL Writing: A Case Study at a Secondary School in Indonesia." Pedagogy : Journal of English Language Teaching 8, no. 2 (November 27, 2020): 126. http://dx.doi.org/10.32332/pedagogy.v8i2.2263.
Full textAbstract:
The formative assessment offers more informative aspects for the improvement in teaching and learning activity, unlike the summative assessment that teachers commonly apply. Therefore, the essence of learning is accomplished. Furthermore, the teachers can adjust the teaching to suit the students' needs through formative assessment. However, such research about formative assessment in English Foreign Language context is limited. This study intended to see the practice of formative assessment in the English Foreign Language writing class of the secondary school students and its impact on the teaching and learning activity. Thirty students and an English teacher participated in this research. In undergoing this case study, the researcher gathered the data from the questionnaire and interview, then analyze the data using inductive procedure analysis. The study revealed that students obtained more opportunity to share ideas with their peers. Therefore, it makes students more active in learning. Formative assessment also helps the students to improve writing in several aspects such as the grammatical aspect and the language use. Besides, students built up a positive attitude to writing and formative assessment as they can reflect from the discussion and feedback. This research will benefit teachers regarding conduct formative assessment in EFL writing and for other researchers to carry out the same research topic.
46
Weasmer, Jerie, and Amelia Mays Woods. "Teacher Preparation: A Revision Process Fostered by Formative Assessment." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 2 (November 1997): 113–16. http://dx.doi.org/10.1080/00098659709599338.
Full text
47
Nguyen, Thi Hai Yen. "TRAINING PROCESS OF FORMATIVE ASSESSMENT SKILLS FOR PRE-SERVICE BIOLOGY TEACHERS AT UNIVERSITY OF SCIENCE AND EDUCATION, THE UNIVERSITY OF DANANG." UED Journal of Social Sciences, Humanities and Education 11, no. 1 (June 21, 2021): 63–71. http://dx.doi.org/10.47393/jshe.v11i1.932.
Full textAbstract:
Formative assessment can be seen as an integral part of teaching and learning since this type of assessment has a positive impact on teaching and learning quality. A focus on forming and developing formative assessment skills for pre-service teachers is highly necessary in the context of innovating teaching towards capacity and quality development. This article presents the training process to foster awareness and skills of formative assessment for pre-service Biology teachers at University of Science and Education, the University of Danang. This process is formed based on the analysis of the literature on formative assessment and the curriculum of the Biology Teacher Education program at the university, and also on the consultation with educational experts for higher feasibility. The training process consists of three stages, which are mainly carried out in the Testing and Evaluation in Teaching Biology module and partlyincorporated in the Teaching Practicum module.
48
Vladimirova, Larisa M. "Development of teacher assessment competence as a pedagogical problem." Science and School, no. 3, 2020 (2020): 93–99. http://dx.doi.org/10.31862/1819-463x-2020-3-93-99.
Full textAbstract:
The article refers to the use of a system for assessing educational achievements of students as an important component of the evaluative competence of a teacher. The use of different methods of formative and summative assessment in the teacher’s evaluating activity is very important for the objectivity of evaluating all planned results, which leads to an increase in the quality of students’ learning. The article considers the comparison of the content of formative and summative assessment Modern quality of education focuses on teachers’ readiness to solve professional tasks of both teaching activities and tasks related to the assessment of educational achievements, which undoubtedly contributes to the development of evaluation competence of the teacher himself. In order for the educational activity to be effective, it is important to constantly monitor and evaluate the educational results of students in accordance with the set learning objectives. It is important in the implementation of the evaluation system to apply modern approaches that allow to meet all the requirements of the organization of educational activities.
49
Sarwat, Samina, Muhammad Akram, Qurat ul Ain, Waheed Shahzad, Ashraf Iqbal, and Muhammad Saad Salman. "A Study on APSACS Karachi Zone ESL Teachers’ Notion About Assessment and Its Numerous Employment in English Pedagogy." International Journal of English Linguistics 11, no. 1 (December 17, 2020): 206. http://dx.doi.org/10.5539/ijel.v11n1p206.
Full textAbstract:
Research work regarding to teacher’s cognition, basically, bring into light teachers’ perception, what they know and how they believe. To comprehend teachers’ perceptional structure, it is indispensible as it interlinks to their directional practices in ESL teaching domain. With regards to assessment, teachers’ cognition constitutes a vital and integral research field in two perspectives: understandability of ESL teachers’ belief and practices and their needs in assessments region. This study delves the aim of assessment in ESL classes under four main regimes: (1) summative assessment, (2) formative assessment, (3) students’ self-assessment, and (4) assessment to meliorate teachers’ direction. It also delves to probe ESL teachers’ notions about the assessments’ employment in ESL pedagogy. It also demonstrates that how teachers’ notions interconnect to their KG to HSSC level in teaching English. 35 Pakistani ESL teachers who work at APSACS Junior, Senior and College wings in Karachi Zone. To collect the data, 18-Likert scale questionnaire is employed. Outcomes of study bring out that the participants’ belief on assessment is impregnable on assessments’ employment regarding to formative purposes. On the secondary level, self-assessment procedures and techniques are given significance. From KG to HSSC level, participant teachers have no influence on participants’ assessment predilections. Data collection tool is also a significant contribution to the literature; besides the vital findings it has produced.
50
Verberg, Christel P. M., Dineke E. H. Tigelaar, Klaas van Veen, and Nico Verloop. "Teacher agency within the context of formative teacher assessment: an in-depth analysis." Educational Studies 42, no. 5 (September 14, 2016): 534–52. http://dx.doi.org/10.1080/03055698.2016.1231060.
Full text