Thematische Bibliographien / Classroom formative assessment

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Auswahl der wissenschaftlichen Literatur zum Thema „Classroom formative assessment“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Classroom formative assessment"

Marks, Igor. „Formative (Classroom) Assessment Techniques“. Acta Technologica Dubnicae 4, Nr. 1 (01.06.2014): 46–50. http://dx.doi.org/10.1515/atd-2015-0012.

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AbstractThe author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.

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Dayal, Hem. „How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom“. Australian Journal of Teacher Education 46, Nr. 7 (Juli 2021): 1–21. http://dx.doi.org/10.14221/ajte.2021v46n7.1.

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Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers’ beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and criteria for success; activating students as instructional resources; and, providing feedback that moves learners forward. The findings suggest that one of the teachers made better use of formative assessment or assessment for learning actions while the other showed an emerging understanding of such ideas. A holistic analysis of teachers’ actions point to possible links to their beliefs about teaching and assessment. These findings imply that some teachers may hold productive beliefs about teaching and assessment that support the use formative assessment actions more readily. Such productive beliefs provide a useful platform for enacting better assessments inside secondary classrooms, given that there is paucity of research that deals with how secondary teachers make use of formative assessments. The findings implicitly confirm that better use of formative assessment strategies tend to result in more interactive lessons.

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Widiastuti, Ida Ayu Made Sri, und Ali Saukah. „FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES“. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya 45, Nr. 1 (01.02.2017): 050–63. http://dx.doi.org/10.17977/um015v45i12017p050.

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Harris, Linda. „Employing formative assessment in the classroom“. Improving Schools 10, Nr. 3 (November 2007): 249–60. http://dx.doi.org/10.1177/1365480207082558.

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Chen, Haoran. „A Contrastive Analysis of Classroom-Based Language Assessments“. English Language Teaching 13, Nr. 5 (27.04.2020): 110. http://dx.doi.org/10.5539/elt.v13n5p110.

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Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers’ adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with multiple standards for the judgement of learners’ achievements while summative assessment evaluates the educational effect or the whole process of special education at a certain time point, and both assessments can always be conducted on network platforms nowadays; 3) evidence and interpretation are taken into consideration in formative assessment and summative assessment respectively while the two types of assessment complement each other for the related teaching goals; 4) more attention may be paid to both assessment for learning (AfL) and assessment as learning (AaL) in the future development of assessment. The contrastive study is expected to provide a reference for classroom-based language teaching and learning.

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Gao, Su, Katrina Liu und Marilyn McKinney. „Learning formative assessment in the field“. International Journal of Mentoring and Coaching in Education 8, Nr. 3 (02.09.2019): 197–216. http://dx.doi.org/10.1108/ijmce-10-2018-0056.

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Purpose It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom. Design/methodology/approach This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases. Findings Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning. Practical implications This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom. Originality/value This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

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Harrison, Christine. „Assessment for Learning in Science Classrooms“. Journal of Research in STEM Education 1, Nr. 2 (01.12.2015): 78–86. http://dx.doi.org/10.51355/jstem.2015.12.

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Classroom assessment has grown in prominence over the last few decades and particularly the formative approach to instruction through assessment for learning (AfL). This paper draws across a number of studies about classroom talk to make a case for and propose some of the preconditions for effective feedback through Assessment for Learning interactions in science classrooms. As such, it provides an underpinning for formative pedagogy that structures classroom activities to provide more feedback and so create opportunities for teachers to respond to learners’ needs. Creating effective pedagogy, where feedback drives future learning, is a complex set of practices that requires both novice and experienced teachers to think carefully how they might build and evolve activities and dialogue, that help students voice and develop their conceptual understanding and an understanding of how they learn.

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Ortega, Diego P., und Olga E. Minchala. „Assessing Students in an Authentic and Ongoing Manner in the English Classroom“. Theory and Practice in Language Studies 7, Nr. 3 (01.03.2017): 159. http://dx.doi.org/10.17507/tpls.0703.01.

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These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these kinds of assessments can have a positive impact upon (language) learning and enhance teaching as well. Therefore, in order to better apply the aforementioned assessments in the language learning classroom, this article examines authentic assessment vs. standardized assessment, PBA, authentic strategies of PBA, the historical background and conceptualization of formative assessment, the fundamentals and attributes of formative assessment and its applications, as well as it discusses formative assessment within ESL/EFL educational contexts.

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Prashanti, Eachempati, und Komattil Ramnarayan. „Ten maxims of formative assessment“. Advances in Physiology Education 43, Nr. 2 (01.06.2019): 99–102. http://dx.doi.org/10.1152/advan.00173.2018.

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In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that show ways that formative assessments can be better understood, appreciated, and implemented.

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Baron, Lorraine M. „Formative Assessment at Work in the Classroom“. Mathematics Teacher 110, Nr. 1 (August 2016): 46–52. http://dx.doi.org/10.5951/mathteacher.110.1.0046.

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Dissertationen zum Thema "Classroom formative assessment"

Gulliver, John. „Understanding formative assessment in extended classroom curricular interaction“. Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/429.

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This thesis relates to the debates about assessment in education that marked the final years of the 20th century. It attends to the assertion, widely made in policy pronouncements within and beyond the UK, at every level of the education system, that assessment is an integral part of teaching, pronouncements seen by some writers as rhetoric-driven and atheoretical. It focuses in particular on formative assessment, with its underlying assumption that, to be effective, teaching must match the cognitive requirements of learners. The study examines the psychological and epistemological foundations of this assertion, contends that both are problematic, and confirms that advances in theoretical understanding are required. It argues that, to secure these advances, laboratory-based investigations of tutoring must be complemented by studies of what proficient teachers do in complex classroom settings. At the centre of this work is one such investigation, a case study of one teacher's practice in relation to the humanities curriculum within an English primary school. The enquiry is in the interpretive tradition, in that the understandings developed are founded on the perceptions of the teacher involved. With regard to this teacher, the principal findings are four. Matching involves the continuous calibration of teaching action to perceptions of learners' needs within extended interaction, not discrete assessment encounters. His evaluative concerns involve fine discriminations of both thinking and feeling. What is involved is ultimately understandable in terms of his broad educational philosophy. In this sense, his formative assessment practice is integral to his teaching. In this light, it is suggested that efforts to shape an adequate theory of formative assessment that is relevant to classroom settings within a social constructivist framework may require to embrace extended teacher-pupil interaction as well as discrete assessment encounters. This points to a need for a reconceptualisation of formative assessment, placing teacher consciousness at its centre.

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Nkuna, Victor Rhulani. „The role of classroom formative assessment practice in Geography“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.

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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15). The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Brink, Melanie K. „Teachers' Perceived Understanding of Formative Assessment And How This Understanding Impacts Their Own Classroom Instruction“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1342.

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The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers’ perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided this study were: 1) How do teachers’ perceptions of their own understanding of formative assessment affect their instructional practice? 2) How do teachers’ perceptions of their own understanding of formative assessment evolve over time? 3) What supports exist to help teachers implement formative assessment at the high school level? The case study focused on participants who were current 9-12 public school teachers representing mathematics, physical education, and foreign language. To triangulate the data, multiple types of data were collected from the teachers. Pre- and post-surveys, unstructured interviews, focus groups, classroom observations with participant observation notes, and logs were used to collect the data. Data was then analyzed using analysis of the pre-surveys and compared with information gained from the other data sources. Data was later analyzed using the post-survey and compared with the information from other data sources to determine individual teacher growth over time. The results from the first research question indicated that teachers understood the accountability of both teachers and students in the assessment process, but required additional support in determining how student learning becomes the basis for use of formative assessment, types of different methods used, and overall teacher competencies about formative assessment. The second research question indicated that growth occurred when professional supports were given in areas where weaknesses were identified. Initially, formative assessment was viewed by many as a means of compliance with the new teacher evaluation system. With continued professional development, teachers’ acceptance of formative assessment increased as their understanding of the process dually increased. In addition, as teachers began to see growth in student achievement, their overall acceptance of formative assessment also increased. The third and final research question indicated that supports must not only be global in nature, but must also be focused on the individual. When teachers know where they are and know the target of where they want or need to be, instructional growth does occur. Supports for teacher instructional practice will vary based on identified needs, understanding of formative assessment, and the type of supports available. Recommendations for follow-up study include the use of additional focus groups, extending the formative assessment survey to include lengthening the time of the study, and a change in setting to avoid certain nuances that can occur with studying the same school district. Additionally, research should be completed on the long-term effects of personalized professional development and whether teachers continue to use formative assessment practices as they gain more extensive experience. Since this particular school was undergoing a complete system change while the study was being completed, it would be dually important to investigate a school that was not in the midst of such a change. With all the additional supports available to the teachers in this study, it is important to see if a teacher’s perceived understanding of formative assessment would continue to translate into instructional practice if whole school and individual supports were not as prevalent.

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Underwood, Molly. „Assessing assessment: the impact of formative assessment training on science teacher classroom methods“. Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/underwood/UnderwoodM0812.pdf.

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Formative assessment is a different way to evaluate student needs and is unique from traditional summative assessment in both implementation and outcome. In short, formative assessment takes place during the process of learning rather than simply judging how much knowledge was gained after the process is over. While previous studies have generated promising data supporting formative assessment, adoption of the technique by classroom teachers can suffer from a lack of training and support. To understand the role of university training in formative assessment, a cohort of teachers enrolled as graduate students participated in pre and post-treatment surveys and interviews. In this case, "treatment" was EDCI 504 Evaluation and Measurement in Education. The cohort represented the experience and attitude of participants enrolled in the course, after the completion of the course and retrospectively, one to three years later. The data showed that the course directly influences the participant's teaching practices and frequency of formative assessment use in the classroom. The gradual increase in use up through a retrospective group demonstrated that formal university training in these methods can give rise to new evaluative practices.

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Harrison, Christine Ann. „In search of formative assessment : a study of a diary intervention to promote classroom assessment in secondary science classrooms“. Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441959.

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Leung, Wing-sze. „Using portfolios for formative assessment in a secondary 6 English classroom“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040124.

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Leung, Wing-sze, und 梁詠詩. „Using portfolios for formative assessment in a secondary 6 English classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040124.

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Anderson, Clinton W. „Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.

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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
ID: 031001339; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed April 15, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p, 170-172).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science

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Lam, Wei Ling Karen. „Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?“ Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.

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Thesis advisor: Andrew Hargreaves
In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled from the Teacher Questionnaire used in the Trends in International Mathematics and Science Study provided the national pattern of assessment practices. Classroom practices were based on assessments contributed by eight teachers and from their interview comments. Classroom assessment practices were examined quantitatively using the Authentic Intellectual Work criteria (Newmann and Associates, 1996), and interpreted qualitatively using constructivist assessment (Shepard, 2000). The findings suggest there was incremental change in the teachers' assessment practices. At the national and classroom levels, three patterns of assessment practices--change, variety, and persistence--emerged. Of the three, the pattern of persistence was the most dominant, indicating that most teachers continued to use assessment practices that the policy was discouraging. The prevalence of the pattern of persistence meant that teachers were more likely to focus on achievement rather than on learning. At the classroom level, the result of such assessment practices was that teachers did not always present students with challenging tasks. There was a range of practices among the eight teachers. The extent to which the teachers' practices were aligned to the policy is the result of a complex interaction of policy, school, and classroom factors. Based on these findings, this dissertation suggests that to bring about fundamental change in classroom assessment practices, there needs to be greater macro policy coherence, a larger student role in the classroom, and more assessment leadership from principals
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Jones, Brenda Hudson. „Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.

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This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demographics. Through a mixed-method design, utilizing both a quantitative and qualitative approach, data were collected and analyzed. The quantitative data showed no any significant relationship between formative assessment and the independent variables of leadership behavior, professional development, and the influence of instructional coaches. The data showed that in the area of teacher demographics, there did exist a significant relationship between the grade level taught and the use of formative assessments, suggesting that teachers in the highest grade level (grade 8) had the highest frequency of use. Data collected through the qualitative research revealed that the school in which more frequent professional development training was provided by the school’s instructional coach in the area of formative assessment strategies, the frequency of their use was more prevalent. The findings suggest that the influence of the instructional coach is a factor in teachers’ use of formative assessment. Results from this study add to the body of evidence relating to use of formative assessment. As a result of the findings, the position of instructional coach and how they impact student achievement is recommended for further study.

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Bücher zum Thema "Classroom formative assessment"

1954-, Pryor John, Hrsg. Investigating formative assessment: Teaching, learning and assessment in the classroom. Buckingham: Open University Press, 1998.

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Policastro, Margaret Mary. Formative assessment in the new balanced literacy classroom. North Mankato, MN: Maupin House Publishing, Inc., 2016.

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Formative assessment: Making it happen in the classroom. Thousand Oaks, Calif: Corwin Press, 2010.

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1959-, Frey Nancy, Hrsg. Checking for understanding: Formative assessment techniques for your classroom. Alexandria, Va: Association for Supervision and Curriculum Development, 2007.

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Formative assessment in your classroom: Responding to your students. Larchmont, NY: Eye On Education, 2008.

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Brookhart, Susan M. Formative assessment strategies for every classroom: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.

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M, Brookhart Susan, Hrsg. Advancing formative assessment in every classroom: A guide for instructional leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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Moss, Connie M. Advancing formative assessment in every classroom: a guide for instructional leaders. Alexandria, Va: ASCD, 2009.

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Moss, Connie M. Advancing formative assessment in every classroom: A guide for instructional leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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Unlocking formative assessment: Practical strategies for enhancing pupils' learning in the primary classroom. London: Hodder & Stoughton Educational, 2001.

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Buchteile zum Thema "Classroom formative assessment"

Box, Cathy. „The Classroom Teacher“. In Formative Assessment in United States Classrooms, 75–104. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03092-6_4.

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Brookhart, Susan M. „Teacher Feedback in Formative Classroom Assessment“. In Leading Student Assessment, 225–39. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1727-5_11.

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James, Mary. „Embedding Formative Assessment in Classroom Practice“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 509–25. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_31.

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Alt, Dorit, und Nirit Raichel. „Using Digital Badges in a Multicultural Classroom“. In Equity and Formative Assessment in Higher Education, 57–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_4.

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Alt, Dorit, und Nirit Raichel. „Assessing Collaborative Learning in a Culturally Diverse Classroom“. In Equity and Formative Assessment in Higher Education, 105–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_7.

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Schildkamp, Kim. „Challenges and Opportunities in Implementing Formative Assessment in the Classroom: A Dutch Perspective“. In Teacher Learning with Classroom Assessment, 177–83. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9053-0_10.

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Alt, Dorit, und Nirit Raichel. „Self-assessment of Digital Literacy Skills in a Multicultural Classroom“. In Equity and Formative Assessment in Higher Education, 19–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_2.

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Graney, John M. „Flipped Learning and Formative Assessment in an English Language Class“. In Innovations in Flipping the Language Classroom, 59–68. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_5.

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Gkonou, Christina, und Rebecca L. Oxford. „14. Teacher Education: Formative Assessment, Reflection and Affective Strategy Instruction“. In Learning Strategy Instruction in the Language Classroom, herausgegeben von Anna Uhl Chamot und Vee Harris, 213–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415-023.

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Rusman, Ellen, Alejandra Martínez-Monés, Jo Boon, María Jesús Rodríguez-Triana und Sara Villagrá-Sobrino. „Gauging Teachers’ Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom“. In Computer Assisted Assessment. Research into E-Assessment, 1–14. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08657-6_1.

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Konferenzberichte zum Thema "Classroom formative assessment"

Kowalski, Frank V., und Susan E. Kowalski. „Embedded formative assessment in the undergraduate engineering classroom“. In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062618.

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Brookes, David T., Yuhfen Lin, Chandralekha Singh, Mel Sabella und Sanjay Rebello. „Structuring Classroom Discourse Using Formative Assessment Rubrics“. In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515248.

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Afni Fitriana, Nur, Isnandar Slamet und Imam Sujadi. „Classroom Assessment: Student Achievement in Mathematics through Formative Assessment“. In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.44.

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Barley, Natalia, und Irina Mikhailova. „REAL-TIME FORMATIVE ASSESSMENT IN ONLINE LANGUAGE CLASSROOM“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1016.

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Reimann, Peter, Wolfgang Halb, Susan Bull und Matthew Johnson. „Design of a Computer-assisted Assessment System for classroom formative assessment“. In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059627.

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Price, Edward, N. Sanjay Rebello, Paula V. Engelhardt und Chandralekha Singh. „Complex interactions between formative assessment, technology, and classroom practices“. In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3679993.

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Lehrer, Richard. „Keynote: Accountable assessment“. In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.

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Orozco-Garcia, Laura, Carolina Gonzalez, Juan Montano, Cristian Mondragon und Hendrys Tobar-Munoz. „A formative assessment tool to support Computational Thinking in the classroom“. In 2019 International Conference on Virtual Reality and Visualization (ICVRV). IEEE, 2019. http://dx.doi.org/10.1109/icvrv47840.2019.00043.

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„Aligning Teaching, Learning and Assessment in College English Context: Classroom Formative Assessment Strategy and Its Validation“. In International Conference Education and Management. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001863.

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Peculea, Lorena. „Perspectives Of Future Teachers On Formative E-Assessment Using The Classroom Response System“. In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.40.

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