Relevant bibliographies by topics / Formative assessment

Academic literature on the topic 'Formative assessment'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Formative assessment"

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Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (October 20, 2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.
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Hoeft, Jeanne. "Assessment of Formation and Assessment as Formative." Teaching Theology & Religion 23, no. 2 (June 2020): 75–77. http://dx.doi.org/10.1111/teth.12544.

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Kumar R, Kumar R., Sarukesi K. Sarukesi K, and Uma G. V. Uma G V. "A Framework for Formative Knowledge Assessment System." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 242–44. http://dx.doi.org/10.15373/22778179/may2013/80.

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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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VOINEA, Lucian. "FORMATIVE ASSESSMENT AS ASSESSMENT FOR LEARNING DEVELOPMENT." Revista de Pedagogie - Journal of Pedagogy LXVI, no. 1 (July 4, 2018): 7–23. http://dx.doi.org/10.26755/revped/2018.1/7.

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Paul, Bijoy Kumer, Sajuti Sarkar, Subir Nandi, Md Abdul Alim, Sunil Kumar Biswas, and Mohammed Atiqur Rahman. "Changing teaching through formative assessment: A Review." Bangladesh Medical Journal 45, no. 1 (July 30, 2016): 47–53. http://dx.doi.org/10.3329/bmj.v45i1.28968.

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The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was two-fold. First, the authors set out to clarify the terminology related to formative assessment and its usage. Finally, the article provides a critical analysis of the seminal literature on formative assessment.Bangladesh Med J. 2016 Jan; 45 (1): 47-53
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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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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (January 16, 2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.

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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores. Methodology: A prospective cohort study was conducted on 100 medical students from 3rd year in November 2016 and July 2017. The data was collected using SPSS software and analyzed by T-tests and descriptive tables. Results: The mean summative score of students who took an online formative assessment in a module was significantly higher compared to mean score of students who did not take formative assessment. Mean summative score of another group of students who took an online formative assessment in a different module was statistically different than mean score of students who did not take formative assessment (p- Value = 0.00). Conclusion: Online formative assessment is an effective tool for improving student’s performance in the summative assessment.
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Lo, Louisa L., Ian M. Collins, Mathias Bressel, Phyllis Butow, Jon Emery, Louise Keogh, Prue Weideman, et al. "The iPrevent Online Breast Cancer Risk Assessment and Risk Management Tool: Usability and Acceptability Testing." JMIR Formative Research 2, no. 2 (November 7, 2018): e24. http://dx.doi.org/10.2196/formative.9935.

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Tatira, Benjamin, and Israel Kariyana. "Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 24–39. http://dx.doi.org/10.26803/ijlter.21.7.2.

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Formative electronic assessment of mathematics on the Learning Management System is unique. The purpose of this study was to delineate the process of formative assessment in mathematics through the students’ experiences during remote online learning. Formative assessment is part of learning and helps students to monitor their progress. Data were analysed by identifying themes from the narratives. It emerged that the e-assessments that are manually written and graded by the instructor were the best mode of assessment for undergraduate mathematics. With timely feedback, formative electronic assessment placed students in a position whereby they took more responsibility for their learning. As such, students had positive perceptions towards formative electronic assessment during remote e-learning and were prepared to proceed with it in future. The study concluded that while some students proclaimed to have the expertise in the use of e-assessments, most students did not have the expertise in using e-assessment tools, as formative e-assessments were not generally offered in other modules. Participants echoed the sentiments that instructor expertise in formative electronic assessment design should be unquestionable to promote enhanced mathematics assessments that should enable presenting the steps taken to arrive at the answers.
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Dissertations / Theses on the topic "Formative assessment"

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Stevens, Lisa Russell. "Culturally responsive formative assessment." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/stevens/StevensL0812.pdf.

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The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.
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Oxenford-O'Brian, Julie. "Formative assessment in context." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.

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This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.

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Wallace, William. "Formative Assessment: Benefit For All." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.

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This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Mathematics and Science Education
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Blecher, Hannah, and Martin Hörlin. "Formative assessment in elementary school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40027.

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This study's purpose is to investigate formative assessment/feedback in elementary school. According to the Curriculum (2018), it is essential to use formative feedback in the classroom because it helps students progress in their learning. The aim is to see how formative assessment is conducted in English as a second language/English as a foreign language classroom. The research questions that we used were to what extent is formative feedback used in the elementary classroom? Furthermore, are there different ways of giving formative assessment in an English classroom? The primary method used has been electronic searches in two databases, such as Education research complete and ERIC. The study results will show that the teachers know that formative assessment is beneficial for the students' learning process. However, they do not use it due to the lack of experience, time and knowledge. We investigated the teachers' role in formative assessment and discussed how essential time and prioritizing are.
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Ходцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.

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Overall, the study reveals that, based on the students’ and the faculty members’ responses, the impact of assessment depends whether the assessment assesses (measures) what it intends to assess. Forms, environment, and the intended objectives of classroom assessment are the three main indicators of good assessment. The impact of assessment is significantly observable on students’ performance. The way students approach learning determines the way they think about classroom assignments and tests. Recent studies advocate for including students in the process of developing assessment tools because, as Falchikov [4, 43] states, student involvement in peer assessment adds more value to the learning process.
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Svenato, Giancarlo. ""How formative of you,teacher!"-Implementing formative assessment at Klara Södra Gymnasium." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28450.

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Hoti, Fjorda, and Knutsson Rose-Anna Johnson. "Formative bedömning - att äga sitt lärande / Formative assessment - to own your learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27583.

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Syftet med vårt examensarbete är att undersöka hur formativ bedömning används för att stötta elevers lärande i ämnet svenska.Våra frågeställningar är:• Hur kan lärare använda formativ bedömning?• Vilka uttryck har den formativa bedömningen?Vi har gjort en kvalitativ mindre strukturerad intervju med läraren Eva och hennes två elever Gabby och Fredrik samt läraren Bo och hans två elever Oskar och Cecilia. Dessutom har vi gjort en ostrukturerad observation på en av deras lektioner (Alvehus, 2013).Vår litteraturgenomgång visar att grunden för formativ bedömning vilar på de fem nyckelstrategierna. Det finns olika tekniker och feedbacksnivåer som bör anpassas efter elevernas förutsättningar och behov.Resultatet visar att lärare kan använda formativ bedömning på olika sätt och olika nivåer för att stötta elevens lärande. Eva använder sig av alla fem nyckelstrategier i enlighethet med Wiliam (i Önnerfält 2013) och Bo använder de tre första nyckelstrategierna.Resultatet visar vidare att den formativa bedömningen kan se ut på olika sätt. Eva bedömer på ett enkelt och frekvent sätt elevernas förmåga. Utifrån det styr hon undervisningen efter elevernas olika behov. Bo gör en bedömningen av var eleverna ligger och hur han sedan ska ta dem vidare till nästa steg för att nå målen. Bo ser formativ bedömning som något ständigt pågående. Han vill gärna ha elevernas åsikter om undervisningen och styr utifrån det.Vår huvudslutsats är att formativ bedömning nödvändigtvis inte behöver vara för tidskrävande. Både Eva och Bo poängterar att teknikerna bör vara effektiva för att underlätta arbetet. Vidare håller vi inte med Jönsson (2013) som påpekar att skriftlig feedback förmodligen är mer effektiv. Vårt resultat visar att elever behöver variation. Därför anser vi att man själv måste känna efter vad som fungerar för varje elev.
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Dargusch, Joanne Mary. "Formative Assessment as Contextualised Practice: Insider Accounts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.

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This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessment practices in a distinctive assessment setting. Year 12 is the final year of secondary school in Queensland and is therefore a high-stakes environment. In Year 12 assessment information is gathered for certification purposes, that is, for reporting student achievement at exit from a two-year course of study and from school itself. The Queensland system is described in terms of three main characteristics: school-based, externally-moderated and standards-referenced. In Year 12, all classroom assessment is designed, carried out and reported by teachers. The reference point for student achievement is defined standards, identified in subject-specific syllabus documents. External moderation by District Panels and State Review Panels made up of experienced teachers is used as part of a system of quality assurance to ensure high comparability between judgements made by schools about their students. While a focus in Year 12 English is on reporting student achievement on course completion, and for certification purposes, there is also an expectation that Queensland Senior School teachers will be engaged in assessment for formative assessment purposes. This expectation is made explicit in the English Senior Syllabus (QBSSSS, 2002b).
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Reid, Lesley. "Embedding formative assessment in the writing curriculum." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428165.

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This study investigates teachers' experience of using formative assessment to enhance pupil learning in writing. Teachers were presented with a cognitive resource comprising formative assessment principles, strategies and techniques. They were asked to integrate this with existing practice in teaching and assessing writing and to reflect on the process. A mentored action research approach was adopted in a project which involved ten class teachers and five promoted staff, working in upper primary classes in three Scottish schools. Teachers maintained reflective lesson logs and gathered examples of pupil texts over the course of one academic year. These were used to focus discussion in 45 semistructured interviews with the teachers. Pupil comments collected during lesson plenary sessions and interviews with promoted staff provided data triangulation. Qualitative data in the form of transcribed interviews and documents were managed and organised using NVivo software and subjected to interpretive, interactional analysis. The findings of the study indicated that the primary teachers were able to integrate a variety of formative assessment techniques and strategies with existing practice and thereby enhance pupil learning. This involved the teachers in calling upon their prior knowledge of individual pupils and experience of teaching and assessing writing. Pupil learning gains were evidenced by improved skills in text production, the development of writer's `voice', increased feelings of pupil self efficacy and enhanced metacognitive development. A model is proposed for sharing with pupils a hierarchy of learning goals in writing through `crafting', `coaching' and `open' writing contexts. Teacher salience skills were shown to be important for the realisation of pupil learning gains. The project findings also indicated that, as formative assessment principles became embedded into practice, a more permeable relationship developed between teachers' formative and summative assessment understandings and practices
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Cooker, Lucy. "Formative (self-)assessment as autonomous language learning." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13665/.

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While learner autonomy is often lauded as an important goal in language education, applied linguists have debated if it is a construct that has been given proper attention in terms of definition and assessment. In order to address this debate the researcher implemented a two-phase study within the context of higher education. Theories of learner autonomy, sustainable assessment and transformative learning guided the study design. In the research design, the nexus between language learner autonomy and assessment as learning was first explored in phase one of the study. Here survey methodology was used on a global scale: Findings from 45 respondents in 13 countries indicate that indeed language learner autonomy is being widely assessed, and, further that a variety of tools, evidence and people are implemented in this task. In phase two of the study, the most important stakeholders of learner autonomy - language learners - participated in Q-methodological study of their perceptions of the non-linguistic outcomes of learning in an autonomous environment: A total of 30 participants from Hong Kong, Japan and the UK completed a Q sort and interview. The findings of the Q study showed that there were six different ways of being autonomous, and these were interpreted as 'modes of autonomy'. These modes of autonomy were lastly used to devise a tool for the formative self-assessment of learner autonomy.
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Books on the topic "Formative assessment"

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Brookhart, Susan M. Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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Exploring formative assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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Embedded formative assessment. Bloomington, IN: Solution Tree Press, 2011.

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Enhancing learning through formative assessment. New York: Routledge, 2007.

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Marzano, Robert J. Formative assessment & standards-based grading. Bloomington, IN: Solution Tree, 2010.

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Harlen, Wynne. Enhancing inquiry through formative assessment. Edited by Brand Judith and Brown Ruth. San Francisco, Calif: Exploratorium, 2003.

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Duss, Kevin. Formative Assessment and Feedback Tool. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0.

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Formative assessment and science education. Dordrecht: Kluwer Academic, 2001.

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Formative assessment & standards-based grading. Bloomington, IN: Solution Tree, 2010.

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Tuttle, Harry Grover. Successful student writing through formative assessment. Larchmont, NY: Eye On Education, 2009.

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Book chapters on the topic "Formative assessment"

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Neumann, Knut. "Formative Assessment." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_49-3.

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Wood, Diana F. "Formative assessment." In Understanding Medical Education, 317–28. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch23.

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Neumann, Knut. "Formative Assessment." In Encyclopedia of Science Education, 434. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_49.

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Green, Susan K. "Formative Assessment." In Encyclopedia of Child Behavior and Development, 661–62. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3141.

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McComas, William F. "Formative Assessment." In The Language of Science Education, 43. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_40.

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Fowler, Yvonne. "Formative assessment." In The Critical Link 4, 253–62. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/btl.70.28fow.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education, 259–70. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch18.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education, 361–73. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch25.

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Hornby, Garry, and Deborah Greaves. "Formative Assessment." In Essential Evidence-Based Teaching Strategies, 31–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_3.

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Ropohl, Mathias, and Claudia von Aufschnaiter. "Formative Assessment." In Physics Education, 413–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87391-2_15.

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Conference papers on the topic "Formative assessment"

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Tomažič, Mateja. "Knowledge Evaluation: Formative Assessment." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.35.

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Salgueiro da Silva, M. A., and T. M. Seixas. "Formative assessment of laboratory work." In IEEE EUROCON 2011 - International Conference on Computer as a Tool. IEEE, 2011. http://dx.doi.org/10.1109/eurocon.2011.5929246.

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Tempelaar, Dirk T., André Heck, Hans Cuypers, Henk van der Kooij, and Evert van de Vrie. "Formative assessment and learning analytics." In the Third International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2460296.2460337.

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Duarte, Marina. "Formative assessment in b-learning." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669945.

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Mahfouz, Wassim, and Heinz-Dietrich Wuttke. "Automatic Classifiers for Formative Assessment." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028713.

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Kelly, Michael J., Suzanne Lassacher, and Laura M. Stanley. "Formative Evaluation of Engineering Designs Using Driver Performance in a Immersive Driving Simulator." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1272.

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Blaheta, Don. "Reinventing homework as cooperative, formative assessment." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538915.

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Lipnik, Rok. "MOTIVATION FOR MATHEMATICS THROUGH FORMATIVE ASSESSMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1864.

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Gigiberia, Ianina, and Maia Kevkhishvili. "FORMATIVE ASSESSMENT IN HIGHER EDUCATION INSTITUTIONS." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7250.

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The article reviews the use of formative assessment in institutions of higher education. It is crucial for making most out of the students’ potential. Formative assessment helps increase student motivation and corrects misconceptions. Creating a differentiated learning environment when specific learning needs are identified enable us to build new knowledge and experience based on the right perceptions.
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Nurfiqah, Siti, and Fazri Nur Yusuf. "Teacher Practice on Online Formative Assessment." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.081.

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Reports on the topic "Formative assessment"

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Powell, Mel. Formative e-assessment in Economics. Bristol, UK: The Economics Network, April 2008. http://dx.doi.org/10.53593/n2496a.

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Bauduin, Charity, Robert C. Schoen, Wendy Bray, Zachary M. Champagne, Naomi Iuhasz-Velez, and Amanda M. Tazaz. Formative Assessment Collaborative Team (FACT) Meetings. Tallahassee, FL: Florida Center for Research in Science, Technology, Engineering, and Mathematics, December 2016. http://dx.doi.org/10.17125/fsu.1493410046.

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Miller, Nigel J. Alternative Forms of Formative and Summative Assessment. The Economics Network, December 2017. http://dx.doi.org/10.53593/n790a.

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Otojanov, Ravshonbek. Using formative assessment in a VLE to improve student engagement (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3317a.

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Jonathan, Supovitz, Ebby Caroline, and Sirinides Philip. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment. Consortium for Policy Research in Education, June 2013. http://dx.doi.org/10.12698/cpre.2013.taskir01.

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Leech, Andrea. "What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1537.

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Wittmann, Florian, Florian Roth, Miriam Hufnagl, Ralf Lindner, and Merve Yorulmaz. Towards a framework for impact assessment for mission-oriented innovation policies. A formative toolbox approach. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.540.

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Mission-oriented policies (MOIP) have become important means to foster transformative change in many countries. Yet, approaches for assessing these policies' impacts are still in their infancy, not least due to the complexity of MOIP. To address this gap, we propose a toolbox approach that supports policy-makers during policy design and implementation, and allows for an identification of potential impacts by a theory-based approach. To disentangle the complexity of missions, we first conceptualize MOIPs as multiple translation processes from mission formulation and design to implementation. Each translation step shapes the policies' impacts. Based on this framework, we develop a set of specific analytical tools that are intended to support the process of bringing missions into realization, but also help to assess whether missions contribute to the postulated goals. These tools include a mapping of the socio-technical systems, a typology to explore the transformative ambition of missions, a process to develop impact pathways, an inventory of policy instruments to support the mission design, and indicators to measure mission progress along the developed pathways. Finally, we propose several analytical questions to explore the context for the development of potential impacts.
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Schuck-Zöller, Susanne, Sebastian Bathiany, Markus Dressel, Juliane El Zohbi, Elke Keup-Thiel, Diana Rechid, and Suhari Mirko. Developing criteria of successful processes in co-creative research. A formative evaluation scheme for climate services. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.541.

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Climate change and its socio-ecological impacts affect all sectors of society. To tackle the multiple risks of climate change the field of climate services evolved during the last decades. In this scientific field products to be applied in practice are developed in constant interaction between climate service providers and users. To judge the effectiveness of these co-creation endeavours, evaluation is crucial. At present, output and outcome assessments are conducted occasionally in this research field. However, the summative evaluation does not help to adjust the ongoing process of co-creation. Thus, our work focuses on the formative evaluation of co-creative development of science-based climate service products. As the first step, main characteristics of the product development process were identified empirically. Secondly, we determined the six sub- processes of climate service product development and related process steps. Thirdly, we selected the questions for the formative evaluation relevant to all the sub-processes and process-steps. Then, a literature review delivered the theoretical background for further work and revealed further quality aspects. These aspects from literature were brought together with our results from the empirical work. In the end, we created a new scheme of quality criteria and related assessment questions for the different sub-processes in climate services, based on both, empirical and theoretical work. As the authors take into account the process of co-production in a real-life case, the criteria and assessment questions proposed are operational and hands-on. The quality aspects refer to the five principles of applicability, theoretical and empirical foundation, professionalism, transparency of processes and the disclosure of preconditions. They are elaborated comprehensively in our study. The resulting formative evalu- ation scheme is novel in climate service science and practice and useful in improving the co-creation processes in climate services and beyond.
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Tobler, Kalin. Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2646.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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