Log in

Relevant bibliographies by topics / Formative assessment / Journal articles

Journal articles on the topic 'Formative assessment'

To see the other types of publications on this topic, follow the link: Formative assessment.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Formative assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

Perishko, Iryna. "FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 114–17. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-114-117.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Abell, Timothy N., and Hannah Sevian. "Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters." Journal of Chemical Education 97, no. 12 (November 16, 2020): 4255–67. http://dx.doi.org/10.1021/acs.jchemed.0c00361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

a Ţîru, Carmen Maria. "STUDENTS' INVOLVEMENT IN FORMATIVE ASSESSMENT AT UNIVERSITY LEVEL." Journal Plus Education 23, SI/2019 (June 1, 2019): 19–26. http://dx.doi.org/10.24250/jpe/si/2019/cmt.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Issalieva, A. A. "Formative assessment in the training of technical students." Bulletin of the Karaganda University. Philology series 97, no. 1 (March 30, 2020): 100–106. http://dx.doi.org/10.31489/2020ph1/100-106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Hossain, Sakhawat, Nazma Begum, and Md Humayun Kabir Talukder. "Teachers' evaluation of formative assessment on summative assessment in undergraduate medical education." Bangladesh Journal of Medical Education 3, no. 1 (April 12, 2014): 18–21. http://dx.doi.org/10.3329/bjme.v3i1.18591.

Full text

Abstract:

Background: Assessment is important in all forms of learning. Formative assessments have evolved as a means to adapt to student needs. Summative assessment designed to make judgments about students' performance and produce grades Formative assessment is the assessment that takes place during a course or programming of study whereas summative assessment is normally carried out at or towards the end of a course. Objective: To determine the teachers' view about the influence of formative assessment on the result of summative assessment in undergraduate medical course. Method: This cross sectional descriptive study was carried out from July 2009 to June 2010 over 106 teachers of selected two government and two private medical colleges. A structured and pretested questionnaire included different opinion about the influence of formative assessment on summative assessment was distributed among respondents and data were collected for analysis. Results: This study revealed that majority of the teachers (77%) considered feedback from formative assessment to students is important to close up the learning gap. Eighty two percent teachers were in agreement that through formative assessment teachers identified students' weak point and 69% supported that formative assessment motivates the students for deep learning and regular study. However, frequent formative assessment hampers students' independent learning which produces negative effects in summative exam. Conclusion: Formative assessment has got significant effect on summative assessment in various aspects. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18591 Bangladesh Journal of Medical Education Vol.3(1) 2012: 18-21

APA, Harvard, Vancouver, ISO, and other styles

15

Park, Chung. "Formative Assessment and Objectivity in Assessment." Korean Society for Educational Evaluation 31, no. 3 (September 30, 2018): 483–99. http://dx.doi.org/10.31158/jeev.2018.31.3.483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Lawson, D. "Formative Assessment using Computer-Aided Assessment." Teaching Mathematics and its Applications 18, no. 4 (December 1, 1999): 155–58. http://dx.doi.org/10.1093/teamat/18.4.155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Alam, Md Jahangir, and Tahmina Aktar. "Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course." English Language Teaching 12, no. 7 (June 22, 2019): 161. http://dx.doi.org/10.5539/elt.v12n7p161.

Full text

Abstract:

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners’ overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

Schultz, Kyle T., and Kateri Thunder. "Making Formative Assessment Multidimensional." Teaching Children Mathematics 21, no. 8 (April 2015): 453–55. http://dx.doi.org/10.5951/teacchilmath.21.8.0453.

Full text

Abstract:

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.

APA, Harvard, Vancouver, ISO, and other styles

20

Tamah, Siti Mina, and Johannes V. D. Wirjawan. "Assessment-oriented formative test." International Journal of Innovation and Learning 26, no. 1 (2019): 66. http://dx.doi.org/10.1504/ijil.2019.10021091.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tamah, Siti Mina, and Johannes V. D. Wirjawan. "Assessment-oriented formative test." International Journal of Innovation and Learning 26, no. 1 (2019): 66. http://dx.doi.org/10.1504/ijil.2019.100521.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Hagstrom, Fran. "Formative Learning and Assessment." Communication Disorders Quarterly 28, no. 1 (December 2006): 24–36. http://dx.doi.org/10.1177/15257401060280010301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Cockett, Stephen. "Formative Assessment in Drama." Research in Drama Education: The Journal of Applied Theatre and Performance 3, no. 2 (September 1998): 248–50. http://dx.doi.org/10.1080/1356978980030210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Taras, Maddalena. "Summative and formative assessment." Active Learning in Higher Education 9, no. 2 (July 2008): 172–92. http://dx.doi.org/10.1177/1469787408091655.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Parry, Jo. "Making formative assessment work." British Journal of Educational Technology 36, no. 2 (March 2005): 350–51. http://dx.doi.org/10.1111/j.1467-8535.2005.00465_8.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Graham, Steve, Michael Hebert, and Karen R. Harris. "Formative Assessment and Writing." Elementary School Journal 115, no. 4 (June 2015): 523–47. http://dx.doi.org/10.1086/681947.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

28

Cornelius, Kyena E. "Formative Assessment Made Easy." TEACHING Exceptional Children 45, no. 5 (May 2013): 14–21. http://dx.doi.org/10.1177/004005991304500502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Cornelius, Kyena E. "Formative Assessment Made Easy." TEACHING Exceptional Children 47, no. 2 (October 13, 2014): 112–18. http://dx.doi.org/10.1177/0040059914553204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

McIntosh, Margaret E. "Formative Assessment in Mathematics." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 2 (November 1997): 92–96. http://dx.doi.org/10.1080/00098659709599333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Haynes, Jonathan. "Formative assessment that bites." Structural Engineer 99, no. 2 (February 1, 2021): 12–19. http://dx.doi.org/10.56330/wiox1776.

Full text

Abstract:

It is now an established fact that the learning cycle is greatly enhanced by timely and effective feedback. Formative assessment has become an indispensable vehicle to facilitate student engagement in the feedback process, even if they do not recognise they are receiving feedback. This paper, based on the winning entry to the Institution of Structural Engineers Excellence in Structural Engineering Education Award 2020, presents a review of some formative feedback events in which civil engineering students at the University of Salford participate. The cohorts studied cross six years (200+ students), and three programmes at FHEQ level 7. The study indicates that carefully designed feedback events can have a significant impact upon understanding of structural behaviour for students preparing for professional status.

APA, Harvard, Vancouver, ISO, and other styles

32

Curren, Randall. "Formative and Punitive Assessment." Philosophy of Education 68 (2012): 340–42. http://dx.doi.org/10.47925/2012.340.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Nassrally, Mohummud Shamim, Esther Mary Mitchell, and Jack David Peter Bond. "Workplace-based assessments: The emphasis on formative assessment." Medical Teacher 34, no. 3 (February 25, 2012): 253. http://dx.doi.org/10.3109/0142159x.2012.652714.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Anh Vu, Ngoc. "Formative Assessment in Teaching and Learning EFL." Issues in Language Instruction 5 (January 10, 2018): 37. http://dx.doi.org/10.17161/ili.v5i0.7023.

Full text

Abstract:

Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment.

APA, Harvard, Vancouver, ISO, and other styles

35

Anh Vu, Ngoc. "Formative Assessment in Teaching and Learning EFL." Issues in Language Instruction 5, no. 1 (January 10, 2018): 37–38. http://dx.doi.org/10.17161/ili.v5i1.7023.

Full text

Abstract:

Formative assessment in EFL in Vietnam has previously been marginalized; however, there is now recognition of its important role for generating fair and reliable characterizations of students’ performances which cannot be solely made by summative assessments. The presenter will therefore draw attendees’ attention to distinctive features of formative assessment.

APA, Harvard, Vancouver, ISO, and other styles

36

Grier, Donovon, Suzanne F. Lindt, and Stacia C. Miller. "Formative Assessment with Game-based Technology." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 193–202. http://dx.doi.org/10.46328/ijtes.97.

Full text

Abstract:

The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

APA, Harvard, Vancouver, ISO, and other styles

37

Ramadhani, Dwi Putri. "ANALISIS PENERAPAN ASESMEN FORMATIF DALAM PEMBELAJARAN IPA DAN FISIKA : LITERATURE REVIEW." LENSA (Lentera Sains): Jurnal Pendidikan IPA 11, no. 2 (October 31, 2021): 110–20. http://dx.doi.org/10.24929/lensa.v11i2.172.

Full text

Abstract:

In the 21st century education demands the creation of quality students. One of the methods used is to apply formative assessment in learning. The purpose of this study was to determine the application of formative assessment based on student learning outcomes, education level, learning materials, and integration used. In this study using a literature study (library research) with a literature review approach. The articles used are in the 2015-2020 range. The results of this study are: 1) the use of formative tests can improve various student learning outcomes where the most measured is the understanding/mastery of concepts, 2) the application of formative assessments is more widely used at the junior high school level compared to the high school level, 3) the application of formative assessments in science learning and physics consists of various materials which indicate formative assessment is often used in learning, and 4) there are various kinds of integration used in formative assessment where the most widely used is integrating formative assessment with the web.

APA, Harvard, Vancouver, ISO, and other styles

38

Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (October 2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

Full text

Abstract:

Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

APA, Harvard, Vancouver, ISO, and other styles

39

Ibrahim, Mohd Salami, Muhamad Saiful Bahri Yusof, and Ahmad Fuad Abdul Rahim. "Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?" Education in Medicine Journal 13, no. 2 (June 30, 2021): 91–95. http://dx.doi.org/10.21315/eimj2021.13.2.8.

Full text

Abstract:

Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.

APA, Harvard, Vancouver, ISO, and other styles

40

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

41

Senthil Kumaran, V. "Towards Formative Assessment of e-Learners Using Concept Map." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 2 (2015): 94–104. http://dx.doi.org/10.17706/ijeeee.2015.5.2.94-104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

M, Sharma, Bajaj JK, Kaur K, and Arora R. "INTRODUCTION OF FORMATIVE ASSESSMENT: AN ESSENTIAL COMPONENT OF CBME." International Journal of Anatomy and Research 7, no. 3.2 (August 5, 2019): 6859–64. http://dx.doi.org/10.16965/ijar.2019.242.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Loseva, Svetlana Vladimirovna. "From formative assessment to education quality assessment." Interactive science, no. 4 (26) (April 24, 2018): 42–45. http://dx.doi.org/10.21661/r-470445.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Lisyowati, Wanda, Wiyaka Wiyaka, and Entika Fani Prastikawati. "English Teachers’ Conceptions of Formative Assessment in Online Teaching." Language Circle: Journal of Language and Literature 16, no. 1 (October 10, 2021): 177–86. http://dx.doi.org/10.15294/lc.v16i1.29998.

Full text

Abstract:

Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

APA, Harvard, Vancouver, ISO, and other styles

45

Wanti, Adella Ira, Qurrotul A'yuni, and Dewi Chamidah. "MODEL DAN PRAKTIK: ASESMEN FORMATIF NON PAPER-BASED DALAM PEMBELAJARAN BAHASA ARAB." Arabi : Journal of Arabic Studies 7, no. 1 (June 30, 2022): 76–92. http://dx.doi.org/10.24865/ajas.v7i1.419.

Full text

Abstract:

This article aimed to develop designs for non-paper-based (NPB) formative assessment models in Arabic learning accompanied by assessment instruments, practices, and student perspectives at the elementary school level. The method used is a qualitative field study with eight participants selected purposively. After teaching for two months, data were collected through observation, documentation, and interviews—data analysis using Miles and Huberman's theory, namely reduction, presentation, and drawing reports. The results of the study show that teachers have designed and implemented NPB formative assessments: Jawab kuIS!, مَنْ أَسْرَعْ يَرْجِعْ, KEPO nih!, dan Klik Klik Quizizz which utilizes Instagram, Canva, and Quizizz applications. The student's perspective on this practice is positive, evidenced by students preferring NPB formative assessments to conventional paper-based formative assessments cause for them the assessment is exciting, tend to be enthusiastic about participating in the assessment, and expect formative and summative assessments in the future always to use the NPB model.

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

47

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

48

Cagasan, Louie, Esther Care, Pamela Robertson, and Rebekah Luo. "Developing a Formative Assessment Protocol to Examine Formative Assessment Practices in the Philippines." Educational Assessment 25, no. 4 (May 24, 2020): 259–75. http://dx.doi.org/10.1080/10627197.2020.1766960.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

50

Zemlyаnskaya, E. N. "Formative assessment (assessment for learning) educational achievements of students." Современная зарубежная психология 5, no. 3 (2016): 50–58. http://dx.doi.org/10.17759/jmfp.2016050305.

Full text

Abstract:

We present definition of the concept of formative assessment and its significance for modern education. Displaying developmental approach in foreign studies, the further development, the risks and the possibility of their reduction. We discuss some of the techniques and examples of formative assessment. We investigate the relationship between formative and final evaluation, including the national curriculum levels

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!