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Journal articles on the topic 'Classroom formative assessment'

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Published: 25 June 2021
Last updated: 13 February 2022

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1

Marks, Igor. "Formative (Classroom) Assessment Techniques." Acta Technologica Dubnicae 4, no. 1 (June 1, 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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2

Dayal, Hem. "How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom." Australian Journal of Teacher Education 46, no. 7 (July 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, and Ali Saukah. "FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya 45, no. 1 (February 1, 2017): 050–63. http://dx.doi.org/10.17977/um015v45i12017p050.

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4

Harris, Linda. "Employing formative assessment in the classroom." Improving Schools 10, no. 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, no. 5 (April 27, 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, and Marilyn McKinney. "Learning formative assessment in the field." International Journal of Mentoring and Coaching in Education 8, no. 3 (September 2, 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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7

Harrison, Christine. "Assessment for Learning in Science Classrooms." Journal of Research in STEM Education 1, no. 2 (December 1, 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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8

Ortega, Diego P., and Olga E. Minchala. "Assessing Students in an Authentic and Ongoing Manner in the English Classroom." Theory and Practice in Language Studies 7, no. 3 (March 1, 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, and Komattil Ramnarayan. "Ten maxims of formative assessment." Advances in Physiology Education 43, no. 2 (June 1, 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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10

Baron, Lorraine M. "Formative Assessment at Work in the Classroom." Mathematics Teacher 110, no. 1 (August 2016): 46–52. http://dx.doi.org/10.5951/mathteacher.110.1.0046.

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11

Decristan, Jasmin, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, and Ilonca Hardy. "Embedded Formative Assessment and Classroom Process Quality." American Educational Research Journal 52, no. 6 (December 2015): 1133–59. http://dx.doi.org/10.3102/0002831215596412.

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Barbosa, Matheus De Almeida, and Larissa Santos Beserra. "Formative Assessment in the Foreign Language Classroom." BELT - Brazilian English Language Teaching Journal 6, no. 1 (October 23, 2015): 100. http://dx.doi.org/10.15448/2178-3640.2015.1.20200.

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13

Dixson, Dante D., and Frank C. Worrell. "Formative and Summative Assessment in the Classroom." Theory Into Practice 55, no. 2 (March 16, 2016): 153–59. http://dx.doi.org/10.1080/00405841.2016.1148989.

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14

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.

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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.
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Torrance, Harry. "Assessment for learning: Developing formative assessment in the classroom." Education 3-13 29, no. 3 (October 2001): 26–32. http://dx.doi.org/10.1080/03004270185200331.

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Quyen, Nguyen Thi Do, and Ahmad Zamri Khairani. "Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program." Journal of Social Science Studies 4, no. 1 (November 6, 2016): 160. http://dx.doi.org/10.5296/jsss.v4i1.9728.

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions.
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17

Husam AlMofti, Khaldoon W. "Challenges of Implementing Formative Assessment." Koya University Journal of Humanities and Social Sciences 3, no. 1 (June 28, 2020): 181–89. http://dx.doi.org/10.14500/kujhss.v3n1y2020.pp181-189.

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Formative assessment (FA) is an essential element of EFL classrooms. It allows instructors to amend, adjust, and monitor the process of teaching to reach their desired goals. However, this form of assessment is often overlooked in Iraqi EFL classrooms. As such, this study aims to investigate the challenges of implementing the FA strategies by Iraqi EFL university instructors and their attitudes to improve its use effectively in teaching. The data for this study were gathered through the observation of six EFL classes and semi-structured interviews conducted with three EFL instructors from three different Iraqi universities. The results revealed that there are many challenges for FA strategies implementation. Some of them were related to the EFL instructors’ insufficient knowledge to conduct FA strategies effectively and also their inability to create assessment criteria for their tasks and activities. Moreover, the time-consuming nature of the FA strategies and time limit of the class sessions makes it impossible for the instructors to integrate these strategies into their teaching. Furthermore, the instructors also reported that their students do not have enough knowledge of FA strategies, and cannot be involved in their implementation. Finally, the study recommends that training is needed for the Iraqi EFL instructors especially those with less experience on how to integrate and use FA strategies in the classroom.
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18

Lewkowicz, Jo, and Constant Leung. "Classroom-based assessment." Language Teaching 54, no. 1 (November 25, 2020): 47–57. http://dx.doi.org/10.1017/s0261444820000506.

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The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term ‘CBA’ has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and how it is enacted has, to a large extent, been prompted by shifts in educational policy in various contexts and evolving education systems. This, in turn, has led to the increase in research activity that is detailed in the timeline that follows. At the same time, considerable effort has been exerted by various governments and professional associations into the development of CBA frameworks, but as publications related to these are not strictly research documents, a separate list of examples is provided as supplementary material.
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19

Gan, Zhengdong, and Constant Leung. "Illustrating formative assessment in task-based language teaching." ELT Journal 74, no. 1 (December 3, 2019): 10–19. http://dx.doi.org/10.1093/elt/ccz048.

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Abstract There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students’ current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment in their daily classes, particularly in the ESL teaching context. The purpose of this article is, therefore, to review how formative assessment has recently been discussed in both general education and L2 assessment fields, and to illustrate how formative assessment can be implemented in task-based language teaching in the daily ESL classroom.
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20

Fennell, Francis (SKIP), Barbara Ann Swartz, Beth McCord Kobett, and Jonathan A. Wray. "Classroom-Based Formative Assessments—Guiding Teaching and Learning." Teaching Children Mathematics 21, no. 6 (February 2015): 325–27. http://dx.doi.org/10.5951/teacchilmath.21.6.0325.

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Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) recognizes the need to find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level. And although we know a lot about the importance and potential impact of formative assessment done right and well (NMAP 2008; Black and Wiliam 2010), a disconnect continues to exist among planning, teaching, and assessment—and thus, between teaching and learning—in too many classrooms. Assessment must be linked to the planning and instruction of a lesson—every day—ensuring that lesson activities inform teaching and learning for all students. Principles to Actions's eighth Mathematics Teaching Practice directs teachers to “elicit and use evidence of student thinking” (NCTM 2014, p. 53, emphasis added), but what are some ways to elicit this evidence?
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BLACK, PAUL, and DYLAN WILIAM. "Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice-versa)." Yearbook of the National Society for the Study of Education 103, no. 2 (April 4, 2005): 183–88. http://dx.doi.org/10.1111/j.1744-7984.2004.tb00054.x.

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22

Lee Hang, Desmond Mene, and Beverley Bell. "Written formative assessment and silence in the classroom." Cultural Studies of Science Education 10, no. 3 (March 24, 2015): 763–75. http://dx.doi.org/10.1007/s11422-014-9600-5.

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23

Rushton, Evan, and Seth Corrigan. "Game-Assisted Assessment for Broader Adoption: Participatory Design and Game-Based Scaffolding." Electronic Journal of e-Learning 19, no. 2 (March 31, 2021): 71–87. http://dx.doi.org/10.34190/ejel.19.2.2143.

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21st Century Standards and the Deeper Learning movement emphasize the ability to think critically and solve complex problems, to work well in teams, and to communicate effectively. While traditional classroom activities can meet these objectives, digital games and simulations provide unique affordances. When designed to incorporate formative assessment functions, games and simulations can capture detailed data on learners’ performances and provide learners with immediate feedback. In spite of their strengths, barriers exist to practitioners’ adoption of game-based and simulation-based formative assessments. Adoption can be slowed where product designs do not account for unique local requirements of classrooms and schools. The current work investigates reduction and removal of barriers to adoption of games and simulations among classroom instructors through use of the Integrated BEAR Design System (IBDS). The IBDS provides a design process that accounts for local requirements by engaging practitioners in principled design and development of game-based formative assessments. The paper summarizes the IBDS and a single case in which the IBDS was applied to design a game-based formative assessment for collaborative-problem solving, Little Fish Lagoon. The game is accompanied by a stand-alone chat system, Libra Text, that allows collaborating players to send text messages to each other while they use the game. Study participants were six instructors from six U.S. schools. The participating instructors planned for broad adoption of the multiplayer collaboration game in their local classroom settings. The authors illustrate their use of the IBDS with the participating instructors in order to co-develop formative assessments that fit their local needs using data collected from the Little Fish Lagoon educational game and the Libra Text chat tool. The benefits of the IBDS, its implications for learning designers, potential improvements, and needed future research are discussed. The paper is expected to be of interest to learning and assessment designers working with educational games and simulations, and others interested in barriers to adoption of new technologies in general.
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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.

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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.
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Anamalai, Tasaratha Rajan, and Maizatul Hayati Mohamad Yatim. "A COMPARATIVE STUDY OF FORMATIVE ASSESSMENT TOOLS." Journal of Information System and Technology Management 4, no. 14 (September 12, 2019): 41–71. http://dx.doi.org/10.35631/jistm.414006.

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The intention of formative assessment tools usage is mainly to assess learning outcomes easily and quickly in a classroom environment. However, the tools need to be accurate and informative for teachers and students. At the end of any learning process, students certainly need to know their level of understanding in the learning process and what are the next steps for them to encounter. However, with increasing numbers of students in a classroom and increasing teaching workload among teachers, the teachers can gain benefits from these tools in assessing the outcomes quickly and more effectively. Formative assessment contributes to the learning process by providing the teachers with feedback on how successful the teaching method is and how well the students understand a particular lesson. This article will discuss the usage of formative assessment tools in education. It describes and reviews several kinds of literature related to alternative ways to assess students using technology transform assessment in the teaching process. The reviews use a comparison technique using twelve-criteria of technology transform assessment using three formative assessment tools available in the market. It is believed that technology transform assessment can bring an enjoyable and engaging assessment environment in the classroom.
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W. Gordon, Edmund, Michael V. McGill, Deanna Iceman Sands, Kelley M. Kalinich, James W. Pellegrino, and Madhabi Chatterji. "Bringing formative classroom assessment to schools and making it count." Quality Assurance in Education 22, no. 4 (August 26, 2014): 339–52. http://dx.doi.org/10.1108/qae-07-2014-0034.

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Purpose – The purpose of this article is to present alternative views on the theory and practice of formative assessment (FA), or assessment to support teaching and learning in classrooms, with the purpose of highlighting its value in education and informing discussions on educational assessment policy. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries on the theme represent perspectives of leading scholars and measurement experts juxtaposed against voices of prominent school district leaders from two education systems in the USA. The discussion is moderated with introductory and concluding remarks from the guest editor and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – While current assessment policies in the USA push for greater accountability in schools by increasing large scale testing of students, the authors underscore the importance of FA integrated with classroom teaching and learning. They define what formative classroom assessment means in theory and in practice, consider barriers to more widespread use of FA practices and address what educational policy makers could do to facilitate a FA “work culture” in schools. Originality/value – The commentators, representing scholar and practitioner perspectives, examine the problem in a multi-faceted manner and offer research-based, practical and policy solutions to the observed issues in FA. Dialogue among stakeholders, as presented here, is a key first step in enacting assessment reforms in the directions discussed.
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Souza, Juliana. "Blended Learning: Study of a formative assessment in the flipped classroom model." Archives of Business Research 8, no. 2 (February 26, 2020): 1–7. http://dx.doi.org/10.14738/abr.82.7772.

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Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.
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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.

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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.
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Et. al., Joan Deocareza Rural. "Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5320–26. http://dx.doi.org/10.17762/turcomat.v12i3.2170.

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The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.
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Shepard, Lorrie A. "Classroom Assessment to Support Teaching and Learning." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 183–200. http://dx.doi.org/10.1177/0002716219843818.

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Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.
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Dessie, Askalemariam Adamu, and PREM JOTHAM HEERALAL HEERALAL. "Formative Assessment and Learning." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 70–80. http://dx.doi.org/10.31686/ijier.vol4.iss10.599.

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Integrating different formative assessment strategies into daily instruction are the current assertion to improve students’ learning, particularly in science education. However, the practice of assessment for learning is not straightforward. It depends on many factors. Thus, this study was aimed at investigating science teachers’ perception on the pedagogical power of formative assessment to support students’ learning. The participants of the study were 153 science teachers in East Gojjam Preparatory schools. Questionnaire, semi-structured interview and lesson observation were used to get valid information about the issue. Percentage and mean were used to analyse the quantitative data. For the qualitative data content analysis was used. The results showed that teachers who participated in this study perceived formative assessment as variety of tools used to evaluate learning at the end of the lesson continuously. This was evident by their response inconsistency to items in the questionnaire and what they actually do in the classroom. Teachers’ lack appropriate knowledge and skill about assessment for learning strategies. Thus, it has negative implication on the integration of formative assessment strategies within their daily instruction to improve students’ learning.
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van den Berg, M., E. G. Harskamp, and C. J. M. Suhre. "Developing classroom formative assessment in dutch primary mathematics education." Educational Studies 42, no. 4 (June 7, 2016): 305–22. http://dx.doi.org/10.1080/03055698.2016.1193475.

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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.

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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.
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Ridhwan, M. "Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning." J-SHMIC : Journal of English for Academic 4, no. 1 (August 9, 2017): 40–50. http://dx.doi.org/10.25299/jshmic.2017.vol4(1).505.

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The literatures showed that the important of assessment has brought so significance works and studies. Currently, the teacher’s conception and belief to conduct assessment being questioned because of its nature, the cheating habit among students while assessing summative kind of test becomes the roots of all the problems occurred during the classroom test. They, especially EFL teachers should not determine by the test as the only gear to measure learning outcomes, using formative as assessment for learning is better proposed and understood rather than spotlighting the assessment of learning. Dispute summative can someway use feedback for formative purpose, it seems the roles of the teachers would take so little function for students’ improvement. It is then suggested for EFL teachers, they should immense formative procedures over summative to enhance the learning target which has been previously shared with students. Eventually, if it is successfully offered and applied massively by teachers, the earlier problems found such as cheating, lower students’ grade, would be diminished, and positively change the learning behavior. In addition, will not possible to transform teachers’ conception and practice from being an “assessment of learning” into assessment for learning”. The formative teachers will always examine their students based on the dynamic situation of their students, they viewed every dynamic problem found during classroom teaching and learning could be as feedback for teaching improvement and re-designed their teaching method in the classroom.
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McConnell, Melody, Jeffrey Boyer, Lisa M. Montplaisir, Jessie B. Arneson, Rachel L. S. Harding, Brian Farlow, and Erika G. Offerdahl. "Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning." CBE—Life Sciences Education 20, no. 2 (June 2021): ar26. http://dx.doi.org/10.1187/cbe.20-09-0218.

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The Classroom Observation Protocol for Undergraduate STEM (COPUS) instructional styles reliably distinguish between frequency patterns of classroom behaviors, but do not readily discern differences in formative assessment and feedback. Given the positive relationship between formative assessment and student learning, this study highlights the limitations of the COPUS in documenting the results of STEM reform.
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Andrews, Jane. "Book Review: Investigating formative assessment: teaching, learning and assessment in the classroom." Language Testing 21, no. 3 (July 2004): 432–35. http://dx.doi.org/10.1191/0265532204lt291xx.

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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.

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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.
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Alashwal, May. "EFFECT OF FORMATIVE CLASSROOM ASSESSMENT IN SAUDI ARABIAN ELEMENTARY SCHOOLS." Journal of Education and Practice 4, no. 1 (March 8, 2020): 18. http://dx.doi.org/10.47941/jep.373.

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Purpose: This study investigates the effect of formative classroom assessment (FCA) on elementary school pupils in Saudi Arabia.Methodology: The duration of the study covered one entire academic year. The work was based on an experimental design of two tests: pre- and post-test. The number of participants was 120 pupils of mixed gender. The participants were purposively sampled for this study. The study’s two tests were based on the Basic Science Achievement Test (BSAT). The pupil’s test feedback was validated by experienced teachers in the field.Results: The results demonstrated that FCA had a significant effect on elementary school pupils by improving academic test scores. This research further showed that FCA had an increased positive effect on female pupils’ academic exam scores when compared to male pupils.Contribution to Theory Policy and Practice: The study recommends enforcing regular and continuous FCA for elementary-level school pupils with appropriate and adequate FCA training for teachers in order to improve pupils’ academic achievements.
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Fabiano, Gregory A., Linda A. Reddy, and Christopher M. Dudek. "Teacher coaching supported by formative assessment for improving classroom practices." School Psychology Quarterly 33, no. 2 (June 2018): 293–304. http://dx.doi.org/10.1037/spq0000223.

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Clark, Ian. "Formative assessment: translating high‐level curriculum principles into classroom practice." Curriculum Journal 26, no. 1 (January 2, 2015): 91–114. http://dx.doi.org/10.1080/09585176.2014.990911.

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Shirley, Melissa L., and Karen E. Irving. "Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice." Journal of Science Education and Technology 24, no. 1 (October 22, 2014): 56–68. http://dx.doi.org/10.1007/s10956-014-9520-x.

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Nikolaeva, Sofiya, and Tetiana Korol. "Formative assessment in the translation classroom: Closing a feedback loop." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 738. http://dx.doi.org/10.11591/ijere.v10i2.21274.

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<span lang="EN-US">Feedback as the key component of formative assessment was studied extensively in the context of the acquisition of the foreign language productive skills by different categories of learners. Similarly, this paper aimed at the investigation of the optimal design of the feedback loop in teaching translation to undergraduate students. A mixed-methods research involved 40 sophomores of Poltava University of Economics and Trade and was conducted during 2018–2019 academic year. It examined the efficacy of four feedback response types from both quantitative and qualitative perspectives. Sample Group 1 had to study the received teacher feedback arbitrarily and consider it, while working on their further translations. Sample Group 2 was required to prepare a written free-form self-reflection report on the teacher feedback. Sample Group 3 was supposed to resubmit their corrected translations to the teacher. Finally, Sample Group 4 had to accompany their self-reflection reports with the corrected translations. The obtained data showed statistically significant difference between the acquired levels of the translation skills by the students of the four sample groups. The highest results were achieved due to the combination of self-reflection reports and translation correction. The questionnaire on the students’ attitude to these practices proved the received statistical data.</span>
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Tang, Lingying. "Formative Assessment in Oral English Classroom and Alleviation of Speaking Apprehension." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 751. http://dx.doi.org/10.17507/tpls.0604.12.

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Researches on Language Anxiety have aroused public concern around/ the world, most of which suggest that language anxiety exerts a detrimental influence to language learners in their process of language learning. Chinese English learners usually do a good job in passing all kinds of English test while are poor at oral English referred as “dumb English”. It is safe to conclude that “dumb English” is the best manifestation of foreign language anxiety. Formative assessment characterized by being interactive among students themselves, peers, and teacher, highlights the immediate and effective feedback to learners, which is in accordance with the nature of student-centered approach. This study aims to explore the effectiveness of applying formative assessment in oral English class to alleviate students’ speaking apprehension. Two innate classes are chosen to be the controlled class and experimental class. Data in students’ English classroom speaking anxiety scale is collected and analyzed after pre-test and post-test together with an interview. It is revealed in this study that the implementation of formative assessment in oral English classroom is proved to be effective to alleviate students’ speaking anxiety in experimental class. In response to this finding, implications for practical practice of formative assessment in oral English classroom are discussed.
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Robiasih, Hasti, and Titi Lestari. "Formative Assessment Performed by High School Teachers in the Pandemic Era." Loquen: English Studies Journal 13, no. 2 (December 15, 2020): 80. http://dx.doi.org/10.32678/loquen.v13i2.3557.

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AbstractAssessment is an integral part of the learning and teaching process. Effective formative assessment is intended to improve students’ achievement and raise teacher’s quality. However, qualified formative assessment is rarely performed in a real classroom in this pandemic era. This paper describes how senior and vocational high school teachers conduct a formative assessment in this pandemic era. It focuses primarily on the type of task and activity offered, language skills and components covered, the fulfillment of good criteria of assessment, the development of students’ critical thinking, also the strengths and weaknesses of the assessment. The data collected by means of documents assessment created by the teachers. Data analysis was conducted by employing Miles, Huberman, and Saldana’s theory. The results indicate the teachers conducted formative assessment mostly via Google Classroom and WhatsApp. In assessing speaking and reading, teachers provide various texts followed dominantly by multiple choices tests. In writing, students are assigned to share their feeling and opinion about a movie or current topic and write texts based on picture series. Teachers also employed form-focused grammar activities. It is evident that some tasks promote students’ critical thinking. However, some tasks are not well-constructed in terms of suitability with basic competence, time allotment, and the level of difficulties. Therefore, it is questionable whether the purpose to make changes to instruction can be achieved or not.Keywords: changes to instruction, formative assessment, Google Classroom, pandemic era
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Mrs. Salima Begum, Dr. Munazza Ambreen, and Dr. Nasrullah Khan. "Adjustment in Instructional Techniques through Formative Assessment Data and Evidence." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (September 23, 2020): 212–17. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(212-217).

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This paper highlights the significance of formative assessment data in adjusting instructional techniques in the classroom that lead to improving students’ learning. The study was conducted in a qualitative paradigm using a case study approach. Associate Degree in Education (ADE) Program, instructors, and students were the research participants in this study. Four data collection methods including document analyses, interviews, classroom observations, and focused group discussions. The use of different data collection methods enabled the researcher to triangulate data to ensure the validity and reliability of the study. The thematic analysis approach was used to analyze data. The study presented important findings which indicated that there was a strong connection between formative assessment strategies and instructional design. It was evident that the instructor recorded formative assessment data, systematically analyzed, categorized, and then drawn conclusions about instructional design as well as students learning outcomes. Instructor planned daily lessons with a strong alignment of formative assessment strategies and students learning. The study revealed that the implementation of different formative assessment strategies improved students’ communication, reading skills, writing skills, presentation, critical thinking, and problem-solving ability.
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Curry, Katherine A., Mwarumba Mwavita, Alexandra Holter, and Ed Harris. "Getting assessment right at the classroom level: using formative assessment for decision making." Educational Assessment, Evaluation and Accountability 28, no. 1 (August 15, 2015): 89–104. http://dx.doi.org/10.1007/s11092-015-9226-5.

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Basori, Basori, and Harir Mubarok. "Formative Assessment in Language Evaluation Class." Scope : Journal of English Language Teaching 5, no. 1 (November 15, 2020): 15. http://dx.doi.org/10.30998/scope.v5i1.6535.

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<p align="center">This study is intended to analyze variations of formative assessment strategies applied in Language Evaluation class. The class was taught by an English native speaker. A descriptive qualitative method was employed in the study in which interviews and classroom observations were conducted to collect the data. In addition, syllabus and materials used for the class were also used as the supporting instruments in the study. The findings set out that various kinds of formative assessment used in the respective class. They were oral question, choral questioning, a quiz, Think-Pair-Share, Think-Pair-Write-Share, pair work and group work. The delivery of each assessment technique are differed in each lesson, but are always preceded with questions before a specific technique used. The study advocates that formative assessment in higher education is highly suggested, yet real challenges lie for lecturers to apply.</p>
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Leung, Constant, and Bernard Mohan. "Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse." Language Testing 21, no. 3 (July 2004): 335–59. http://dx.doi.org/10.1191/0265532204lt287oa.

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Laubenthal, Jennifer. "Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction." Music Educators Journal 104, no. 3 (March 2018): 54–59. http://dx.doi.org/10.1177/0027432117745139.

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A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many in-service music teachers also teach privately. Applying their knowledge of classroom-based assessments and effective teaching strategies to the private-lesson setting can support student learning, provide effective instruction, and build faculty and student interaction. The private teacher plays a significant role in the education of music students. All music instructors—applied and classroom—should prioritize high-quality instruction, provide formative feedback to students, demonstrate teacher effectiveness to their employer (students, parents, or music educators), and use self-reflection to improve their instruction.
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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.

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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.
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