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Artigos de revistas sobre o tema "Formative peer assessment (PA)"

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Publicado: 12 de outubro de 2024
Última modificação: 31 de julho de 2025

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Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi, and Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, no. 1 (2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.

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In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years ol
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Lima, Alba Regina de Abreu, Júlio César André, Marina Kamimura, et al. "Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?" Journal of Education and Training Studies 8, no. 3 (2020): 90. http://dx.doi.org/10.11114/jets.v8i3.4737.

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received fr
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Liu, Yingchun, Zhuojing Ni, Shimin Zha, and Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography." Sustainability 14, no. 23 (2022): 15787. http://dx.doi.org/10.3390/su142315787.

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Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of kno
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Gu, Chenhua. "Student Peer Assessment." Review of Educational Theory 3, no. 2 (2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.

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This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
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Goldin, Ilya M., and Kevin D. Ashley. "Eliciting formative assessment in peer review." Journal of Writing Research 4, no. 2 (2012): 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.

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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.

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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 fo
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Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson, and Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review." BMJ Open 11, no. 2 (2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.

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ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nur
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Chin, Paul. "Peer assessment." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.

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Peer assessment is the process whereby students provide formative or summative feedback to fellow students about their work. There have been many decades of research into the potential benefits of peer assessment and numerous studies have shown that peer assessment offers real educational, and sometimes social benefits for students. In addition, self assessment is often included alongside, but the benefits are sometimes disputed. This article will provide a brief summary of the research establishing the educational benefits of peer assessment and self assessment. There has also been a lot of w
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Nikolovska, Anzela, Mira Bekar, and Zorica Strezovska. "The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific." Studies in Linguistics, Culture, and FLT 11, no. 3 (2023): 27–48. http://dx.doi.org/10.46687/fwvc2082.

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The paper reports on the outcomes of research carried out at a North Macedonian public university aimed at developing the language competences of prospective EFL teachers through formative assessment. For the study’s purposes, a CEFR-based assessment tool was designed for teacher, peer and self-assessment of the ETP (English-for-teaching purposes) competences of fourth year student–teachers (n=15) micro-teaching lower year students. Fluency, accuracy, interaction, stimulating the development of ideas, and addressing audiences were the formative assessment criteria used to check if there was pr
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Adawiyah, Siti Rabiatul, and Nofisulastri Nofisulastri. "Kualitas Peer Assessment sebagai Assessment Formatif." Bioscientist : Jurnal Ilmiah Biologi 8, no. 2 (2020): 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.

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This study aims to produce a suitable peer assessment instrument as a formative assessment. This type of research is development research, because it develops a peer assessment instrument. The development of the peer assessment instrument refers to the Borg & Gall development model which includes 10 stages, namely: 1) a preliminary study; 2) planning; 3) development of a product initiation model; 4) reviewing the initiation model of the product; 5) revision; 6) limited trials; 7) revised trial results; 8) wide-scale trials; 9) final product revision; and 10) dissemination. However, in this
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Meletiadou, Eleni. "Learners' Perceptions of Peer Assessment." International Journal of Teacher Education and Professional Development 5, no. 1 (2022): 1–14. http://dx.doi.org/10.4018/ijtepd.295539.

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In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA
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Sandvoll, Ragnhild. "Feeling good, but missing the mark. What happened to the assessment in peer assessment?" Journal of University Teaching and Learning Practice 11, no. 1 (2014): 17–29. http://dx.doi.org/10.53761/1.11.1.3.

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This qualitative study explores aspects of formative peer assessment through looking at teachers’ and students’ perceptions and practices. The study takes place in a first semester course, where mastering peer assessment was a learning outcome and where formative peer assessment was designed into the course plan as a learning activity. Empirical material is derived from observing two seminar groups and from interviewing teachers and students. Findings indicated that whilst all interviewees expressed positive attitudes towards peer assessment, no one seemed to put much effort into doing it. Usi
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Guo, Gaoyan. "Assessment Issues in Chinese High School English Classrooms: A Focus on Formative, Peer, and Self-Assessment." Education Insights 2, no. 6 (2025): 69–73. https://doi.org/10.70088/nee21x27.

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This paper explores the issues of formative, peer, and self-assessment in Chinese high school English classrooms, offering critical perspectives and suggestions. The essay begins by explaining the concepts of formative assessment and related self and peer assessments, then discusses the advantages of these assessments in improving student motivation, fostering critical thinking, and enhancing classroom interaction. However, the paper also highlights the challenges in implementing these assessment methods, primarily due to educational policies, teachers' attitudes, and students' acceptance. Spe
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Fitzgerald, Kylie, Brett Vaughan, and Joanna Hong-Meng Tai. "Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (2021): 33–50. http://dx.doi.org/10.11157/fohpe.v22i3.441.

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Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and p
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Topping, Keith. "Peer Assessment: Channels of Operation." Education Sciences 11, no. 3 (2021): 91. http://dx.doi.org/10.3390/educsci11030091.

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The present paper offers a definition of peer assessment and then reviews the major syntheses on its effectiveness. However, the main part of this paper is preoccupied with how to do PA successfully. A typology of 44 elements explains the differences between the many types of peer assessment. Then a theoretical model outlines some of the processes which may occur during PA. Initially, only a few of these will be used, but as those engaged in PA become more experienced, an increasing number of elements will feature. However, these may not appear in the linear order set out here, and indeed may
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Liao, Ren-Yu, Ching-Tao Chang, and Chun-Ying Chen. "Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment." International Research in Education 8, no. 2 (2020): 43. http://dx.doi.org/10.5296/ire.v8i2.17405.

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This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project p
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Ventista, Ourania Maria. "Self-assessment in Massive Open Online Courses." E-Learning and Digital Media 15, no. 4 (2018): 165–75. http://dx.doi.org/10.1177/2042753018784950.

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Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.
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Gupta, Shikha, Sarika Tomar, and Anamika Gupta. "Learner-generated YouTube presentations for formative assessment." STEM Education 3, no. 4 (2023): 306–30. http://dx.doi.org/10.3934/steme.2023019.

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<abstract><p>The purpose of the present research was to study the efficacy of learner-generated videos published on YouTube as a formative assessment method. The impact of the assessment method on students' learning and satisfaction, peer learning, group dynamics and skill development was analyzed. An emerging innovation within assessment was done with the students of an undergraduate computer science course during the COVID pandemic. Fifty-four students (teams of three to four) were instructed to create YouTube videos explaining the database design of a case study, peer-reviewed b
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Fatahhela Dewi, Erniyanti Nur, Nidyah Hasanah, and Muhammad Faishol Nurul Huda. "Formative Peer Feedback On Undergraduate Students’ Speaking Ability." Al-Lisan 5, no. 2 (2020): 116–29. http://dx.doi.org/10.30603/al.v6i2.1327.

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This descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at State Islamic University Jakarta. This study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. Besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that stu
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Sriyati, Mrs Siti, Nuryani Y. Rustaman, and Mr Asmawi Zainul. "KONTRIBUSI ASESMEN FORMATIF TERHADAP HABITS OF MIND MAHASISWA BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, no. 2 (2010): 77. http://dx.doi.org/10.18269/jpmipa.v15i2.283.

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Study about formative assessment contribution to habits of mind of the Biology students purposes to describe weather there is a formative assessment contribution (feedback, self assessment and peer assessment) to the forming of student habits of mind. The research was carried out in Biology Education Departement to students who took Botany Phanerogamae instruction on 2009/2010. Many of formative assessment strategies were applied on theory and practical study, such as group presentation task, concept diagram, to observe practical and presentation activity, drawing book task and practical repor
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McGatha, Maggie B., William S. Bush, and Christopher Rakes. "The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement." Journal of MultiDisciplinary Evaluation 6, no. 12 (2009): 32–43. http://dx.doi.org/10.56645/jmde.v6i12.224.

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This article describes a year-long professional development program on formative assessment for middle school mathematics teachers and its impact on teachers’ use of formative assessment during instruction. The focus of the program was to support teachers in (a) embedding formative assessments into their instruction, (b) interpreting student responses and performance on formative assessments, (c) using effective questioning strategies and peer assessment, and (d) identifying student errors and misconceptions and implementing instructional strategies to address them. Teacher and student perform
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Grant, Tripp, Andrew Murphy, Ben Stafford, and Pamela B. Childers. "Peer Tutors and Students Work with Formative Assessment." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 2 (1997): 103–5. http://dx.doi.org/10.1080/00098659709599335.

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Matthewman, Lisa, Jenni Nowlan, and Katriina Hyvönen. "Reciprocal peer coaching: A constructivist methodology for enhancing formative assessment strategy in tertiary education." International Coaching Psychology Review 13, no. 1 (2018): 35–47. http://dx.doi.org/10.53841/bpsicpr.2018.13.1.35.

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Reciprocal peer coaching (RPC) as a form of peer-assisted learning has an important part to play in formative assessment strategy. The primary objective of this article is to evaluate the effective use of RPC as a formative assessment strategy. A multi-method phenomenological research design was employed using purposive sampling. Seventy students completed a qualitative focused questionnaire survey asking them to reflect on their experiences of reciprocal peer-coaching relationships. Content analysis of student perceptions resulted in the emergence of key themes including; RPC relationship pro
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I Dewa Ayu Made Meilani Pramesti. "EXPLORING THE BENEFITS OF FORMATIVE ASSESSMENT IN THE CLASSROOM." Esteem Journal of English Education Study Programme 6, no. 1 (2024): 188–94. http://dx.doi.org/10.31851/esteem.v6i1.16142.

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Formative assessment is an evaluation technique used in the learning context to track students' progress over time and gauge their grasp of the material. This article employs a library research or literature review methodology. This page describes the many forms of formative assessment that can be applied, including exit tickets, quizzes, peer evaluation, class observations, and more. Because formative evaluation offers so many advantages, it should be carried out. By using formative assessment, teachers may better understand their students' needs and comprehension while also empowering them t
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Carotenuto, Gemma, Cristina Coppola, Michele Fiorentino, Antonella Montone, and George Santi. "The role of peer-review workshops in prospective teacher training." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2023): 188–203. http://dx.doi.org/10.3280/ess1-2023oa15307.

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In this paper we present a model for formative assessment based on peer-review workshops on MOODLE, designed by researchers of te University of Salerno and  the University of Torino. The model has been implemented in the Mathematics and Mathematics education courses in Primary Education at the University of Torino. The peer-review workshops are intended to pursue the following objectives: (1) strengthening the argumentative skills of prospective teachers to direct them towards a relational view of mathematics; (2) provide them with models of formative assessment rooted in peer-review
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Đurinić, Amadea, Ines Hraste, and Ante Kolak. "Pupils' attitudes to formative assessment in sciences class." Školski vjesnik 71, no. 1 (2022): 52–69. http://dx.doi.org/10.38003/sv.71.1.13.

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This paper discusses formative assessment in Sciences class, which integrates the knowledge of natural and social sciences. In formative assessment there are two different assessment processes – assessment for learning and assessment as learning. Both approaches value the idea of students’ individual progress, and they have a pedocentric orientation. The paper focuses on assessment techniques used in class, which is operationalised in the empirical section of the paper. We established a hierarchical structure of offered techniques according to the criterium of usefulness. The students expresse
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Khan, Alla, Norhaslinda Hassan, and Azril Ali. "Implementing formative assessment in Malaysia: Teachers’ viewpoints." Language Testing in Focus: An International Journal 7 (May 2023): 28–41. http://dx.doi.org/10.32038/ltf.2023.07.03.

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The paper aims to study the implementation of one of the dimensions of formative assessment i.e., assessment as learning. It has specifically attempted to investigate the practices of peer- and self-assessment among teachers in schools. Considering the recent growth in implementing formative assessment around the world; both in schools and higher learning institutions, this study aims to shed some light on the practices of it in schools, which can help policymakers adjust their policies in higher learning institutions. This study employed a quantitative method, in which a questionnaire is dist
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Topping, Keith. "Elaborated Peer Assessment of Academic Writing Between Postgraduate Students." Autonomy and Responsibility Journal of Educational Sciences 8, no. 2 (2024): 5–26. https://doi.org/10.15170/ar.2023.8.2.1.

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Peer assessment in higher education has grown enormously in the last decade, but is more commonly used with undergraduates. In this study, reciprocal paired peer assessment of academic writing was undertaken by twelve postgraduate students of educational psychology, who gave elaborated formative feedback on each other’s work, as did staff. Overall, staff and peer assessments showed a very similar balance between positive and negative statements, but this varied according to assessment criterion. However, only half of the content of detailed formative assessment statements made showed correspon
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Orsmond *, Paul, Stephen Merry, and Arthur Callaghan. "Implementation of a formative assessment model incorporating peer and self‐assessment." Innovations in Education and Teaching International 41, no. 3 (2004): 273–90. http://dx.doi.org/10.1080/14703290410001733294.

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Topping, K. J., E. F. Smith, I. Swanson, and A. Elliot. "Formative Peer Assessment of Academic Writing Between Postgraduate Students." Assessment & Evaluation in Higher Education 25, no. 2 (2000): 149–69. http://dx.doi.org/10.1080/713611428.

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Swithenby, Stephen J. "Formative assessment in science teaching." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 73–75. http://dx.doi.org/10.29311/ndtps.v0i2.439.

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The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessme
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A.B. Hassan, Osama. "The role of peer-learning and formative assessment in effective engineering learning environments." Journal of Applied Research in Higher Education 6, no. 2 (2014): 285–94. http://dx.doi.org/10.1108/jarhe-04-2013-0015.

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Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models. Design/methodology/approach – It is advanced two general learning models
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Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was co
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Bray, Wendy S., Jillian D. Johnson, Nancy Rivera, Lee-Ann Fink, Charity Bauduin, and Robert C. Schoen. "Unlocking Mathematical Understanding Together through FACT Meetings." Teaching Children Mathematics 25, no. 6 (2019): 370–77. http://dx.doi.org/10.5951/teacchilmath.25.6.0370.

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

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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 pr
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Mäkipää, Toni, and Anna Soltyska. "English teachers’ perceptions of feedback practices under emergency remote teaching conditions: Insights for future use." Studies in Language Assessment 13, no. 2 (2024): 73–114. https://doi.org/10.58379/mszy9375.

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The purpose of this paper was to investigate how English teachers employed formative assessment practices in emergency remote teaching (ERT) during the COVID-19 pandemic, and their perceived training needs in formative assessment. The data were collected from a questionnaire and interviews with teachers from Finland (n = 33) and Germany (n = 91). The results suggest that the teachers employed feedback, self-assessment and peer assessment in diverse ways, such as using them along with portfolios and online presentations. However, many teachers faced challenges with the technical aspects of prov
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Hoffman, Bobby. "The influence of peer assessment training on assessment knowledge and reflective writing skill." Journal of Applied Research in Higher Education 11, no. 4 (2019): 863–75. http://dx.doi.org/10.1108/jarhe-01-2019-0004.

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Purpose The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza. Design/methodology/approach Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing sa
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Çetin Köroğlu, Zeynep. "Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills." GIST – Education and Learning Research Journal, no. 22 (June 23, 2021): 103–23. http://dx.doi.org/10.26817/16925777.1001.

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As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results
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Kaya-Capocci, Sila, Michael O’Leary, and Eamon Costello. "Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education." Education Sciences 12, no. 11 (2022): 823. http://dx.doi.org/10.3390/educsci12110823.

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This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell gri
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Morten Misfeldt, Helle Alro, and Dorthe Berntsen. "Investigating the Use of Formative Assessment in Improving Student Learning Outcomes in Mathematics." International Journal of Mathematics and Science Education 1, no. 2 (2024): 12–18. https://doi.org/10.62951/ijmse.v1i3.87.

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This study investigates the use of formative assessments in improving student learning outcomes in mathematics. The research focuses on how regular, low-stakes assessments help teachers identify student misconceptions, provide timely feedback, and tailor instruction to meet students' needs. The study finds that formative assessments lead to higher student performance, particularly in understanding complex mathematical concepts. The paper explores various formative assessment techniques, such as quizzes, peer reviews, and self-assessments, and their effectiveness in fostering student learning a
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Sumaharani, Ni Ketut Yuni, Luh Putu Artini, and Ni Nyoman Padmadewi. "The Implementation of Using Formative Assessment on Student Speaking Skills During Online Learning." Journey: Journal of English Language and Pedagogy 6, no. 2 (2023): 448–57. http://dx.doi.org/10.33503/journey.v6i2.3201.

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This study aims to analyse the teacher's perception of online formative assessment of student's speaking skills and to know the teacher's implementation of online formative assessment. This study used a mixed-method research approach. The subjects in this study were three English teachers at Mahasaraswati Denpasar University who implemented online formative assessments. The data was collected through observation, interviews via WhatsApp chat, and close-ended questionnaires. The result showed that the teacher positively perceived online formative assessment regarding peer collaboration of stude
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Dr., Sushma Singh. "The Changing Face of Education Needs Makeover through Assessment for Learning SUB TOPIC: Strategies of bridging learning deficits in schools." International Journal of Advance Study and Research Work 1, no. 2 (2018): 01–20. https://doi.org/10.5281/zenodo.1250268.

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Paper explores the need for assessment for learning due to the changing nature of educational goals and also the relationship between assessment and teaching-learning for the quality improvement in the schools of Delhi. How different teaching strategies for assessment for learning can help to bridge the learning deficits and to achieve the learning outcomes in upper primary classes? Four classroom strategies are discussed in the paper for assessment for learning: 1. Use of questioning. 2. Peer feedback. 3. Student’s self-assessment. 4. Formative use of summative assessment. For example,
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CHEN, Qionglu. "Action Research on the Effect of Formative Assessment on the Oral Presentation of Business English Majors." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 1 (2022): 091–101. http://dx.doi.org/10.53789/j.1653-0465.2022.0201.011.

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Formative assessment, as a developmental assessment, is widely used in teaching activities. Through four rounds of action research, the author conducts empirical research by means of questionnaires, interviews, scale, and other ways. Through the form of teacher intervention in the classroom, the author explores the impact of formative assessment on the oral presentation of core competence of Business English Majors (language expression, public speech, critical thinking, business knowledge, and information technology) by a variety of formative assessment methods such as self-assessment, peer-as
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Muho, Anita, and Gentjana Taraj. "Impact of Formative Assessment Practices on Student Motivation for Learning the English Language." International Journal of Education and Practice 10, no. 1 (2022): 25–41. http://dx.doi.org/10.18488/61.v10i1.2842.

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This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and priv
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Kalema, Job, Jane Katusiime, Simon Kawuma, and Deborah Natumanya. "Implementation of a Peer Assessment Framework for Online Group based Assessment in Higher Institutions of Learning." International Journal of Computing and Engineering 7, no. 3 (2025): 74–91. https://doi.org/10.47941/ijce.2863.

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Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop a comprehensive framework for implementing peer assessment (PA) in online collaborative learning environments within higher education. It seeks to enhance student engagement, foster collaborative skills, and improve learning outcomes by addressing the challenges associated with PA implementation. Methodology: In this study, we employed the DeLone and McLean Information Systems
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Kalema, Job, Jane Katusiime, Simon Kawuma, and Deborah Natumanya. "Implementation of a Peer Assessment Framework for Online Group Based Assessment in Higher Institutions of Learning." International Journal of Computing and Engineering 7, no. 4 (2025): 40–56. https://doi.org/10.47941/ijce.2812.

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Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop a comprehensive framework for implementing peer assessment (PA) in online collaborative learning environments within higher education. It seeks to enhance student engagement, foster collaborative skills, and improve learning outcomes by addressing the challenges associated with PA implementation. Methodology: In this study, we employed the DeLone and McLean Information Systems
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Ogange, Betty Obura, John Agak, Kevin Odhiambo Okelo, and Peter Kiprotich. "Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment." Open Praxis 10, no. 1 (2018): 29. http://dx.doi.org/10.5944/openpraxis.10.1.705.

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Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning envir
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Pradnyadewi, Diah Ayu Manik, Ni Luh Putu Eka Sulistia Dewi, Ni Putu Era Marsakawati, and A. A. Gede Yudha Paramartha. "Formative Assessment Practices in Online Learning for Assessing Students’ Writing Competence." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 7, no. 2 (2022): 101–22. https://doi.org/10.30957/ijoltl.v7i2.688.

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Writing is considered as one of the essential language competences which should be mastered by the students because it is highly valued in the academic context. As a result, the teachers have to conduct assessment in helping students to improve their writing competence. One of the assessment types which can be implemented by the teachers is formative assessment. Formative assessment is a process which is continuously conducted by the teachers to collect learning evidences of the students as an input to improve their’ learning and improve the quality of learning instructions. However, due to
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Al-Imamah, Hidayatul Ummah, Nunung Nurjati, Endah Yulia Rahayu, and Nico Irawan. "INNOVATIVE PERSPECTIVE ON FORMATIVE ASSESSMENT; PERCEPTION AND EXPERIENCE OF EFL STUDENTS IN SIDOARJO." Premise: Journal of English Education 13, no. 3 (2024): 1127. https://doi.org/10.24127/pj.v13i3.11015.

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In contemporary secondary EFL (English as a Foreign Language) education, formative assessments play a critical role in enhancing students' language proficiency. This research explores the perceptions and experiences of EFL students in Sidoarjo regarding formative assessment practices. The central research question focuses on how students' perceptions and experiences with formative assessments influence their engagement and language development. Employing a phenomenological approach, qualitative data were collected through in-depth interviews and classroom observations with 25 secondary EFL stu
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Stepanova, Natalia A. "A model of formative assessment for foreign language teaching in a secondary school." Tambov University Review. Series: Humanities, no. 191 (2021): 152–59. http://dx.doi.org/10.20310/1810-0201-2021-26-191-152-159.

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We develop and present a model of formative assessment. The analysis of official educational requirements and existing models is carried out. Further, we compare some of the existing models of formative assessment presented by domestic and foreign authors. Then we develop our own model of formative assessment for foreign language teaching in a secondary school on the base of Spotlight course. The model is developed as a supplementary tool for the assessment model designed by the authors of the course. The main purpose of the model is to involve students in the process of assessment and make th
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