Dissertations / Theses on the topic 'Formative Feedback for Exploration'
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Mvelase, Newton Bhekisisa. "An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase." Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.
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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL were conducted. Lead educators (District Learning Area facilitators or Subject Advisors), were required to monitor and support participating schools and teachers in implementing AfL.
Based on a literature and empirical study, the researcher explored the comprehension and implementation of AfL by selected primary school Mathematics teachers that participated in the AfL pilot project of the GDoBE. The empirical study was approached by means of a qualitative research design in the form of a multiple case study. Individual interviews, observations and focus group interviews were used to collect data from purposive selected teachers from three Gauteng Districts (Johannesburg West, Johannesburg North and Ekurhuleni South). Both Township and ex-Model C primary schools were included in the study and eventually a total of 11 Mathematics teachers from these schools participated in the study. The research results revealed that the sampled teachers’ comprehension of AfL can be rated as satisfactory since they realise its potential in terms of learning and learner development. Moreover, these teachers show an awareness of the relation between formative (AfL) and summative assessment (assessment of learning (AoL)). With regard to its implementation, it is clear that a lack of support from colleagues, School Management Teams (SMTs) and District officials impede on the successful implementation of AfL. Other factors hampering the implementation of AfL include time constraints, uncertainty about appropriate resources and the simultaneous implementation of the Curriculum and Assessment Policy Statements (CAPS) and the Gauteng Primary Literacy Mathematics Strategy (GPLMS). It is further noted that the elements of AfL, which includes the sharing of learning intentions, questioning, feedback and peer and self-assessment, are all mediocrely implemented.MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014
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Franked, Lennart. "Generating Exams and Formative Feedback." Thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561.
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Creating an exam that ensures an even coverage over all the Intended Learning Outcomes and at the same time ensures that to pass, the student should have passed all the Intended Learning Outcomes can be a difficult task. After an exam have been graded, formative feedback should be given to the students, especially in those cases where they did not pass the exam. This can be a time consuming process, and because of this, it is not always possible to give as good feedback as one would otherwise like. In this project an exam tool was created, for assisting in creating exams and give individual formative feedback to the students after an exam. By storing all the questions in a database, where each question is connected to an Intended Learning Outcome, along with writing the questions in a standardised format, with regards to point representations, grading rubrics and references it becomes possible to automatically generate exams. Generated individual feedback is created by combining the information in the question together with the students result. The feedback provides motivation of given grade, which topics a student should read up on, along with recommended reading instructions. In those cases a student got a full mark, it is also possible to provide further study instructions, this can be anything from recommended articles and book chapter, to courses. Differential privacy have been used to anonymize the grade distribution to make it possible to show the students how the exam went, without risk exposing what grade a certain student got. The exam tool created achieves all of these goals, however there are still much room for improvement. The anonymisation function needs further development, since differential privacy is not suitable for small datasets. The usability of the interface and feedback reports needs more work. However in its current state it is fully functional and have been used in numerous courses.
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Dahlgren, Ida, and Sarah Ahlberg. "Formative Feedback in Sweden and Vietnam." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35600.
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The aim of this study is to investigate how teachers in Sweden and Vietnam provides formative feedback to their pupils. It is our ambition to find out what differences and similarities there are in how and why teachers work with formative feedback, in both countries. Moreover, the last aim is to look at how Swedish teachers and Vietnamese teachers can learn from each other. We will interview two teachers from Sweden and two from Vietnam to see how they work with formative feedback. All interviewees are English teachers and work in primary school. We found that formative feedback is something all four teachers work with, more or less. However, they all express that oral formative feedback occur more often than written. Of course there are a lot of differences of the implementation of feedback but we can find multiple similarities as well. Furthermore, differences are many in the two countries, for example, the amount of pupils in classes. Another example is that the teachers in Vietnam had no knowledge about formative feedback before our interviews. Still, they manage to implement formative feedback in different ways, without the proper terms.
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Brewer, Patricia Annette. "Feedback in training: Optimizing the effects of formative feedback timing." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3363.
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Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)
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Johansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.
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Providing feedback on students’ written tasks is a common aspect in today’s classrooms. Feedback affects students’ written language learning by either enhancing it or hindering it, depending on what, how and when it is given. The purpose of this degree project is to research how teachers perceive students’ writing process, how they give feedback on students’ written tasks in a primary EFL classroom, and the reasons behind their chosen strategies. Semi-structured interviews with two English teachers teaching years 4-6 were used as a method for this study. To support and analyse the data from the interviews, this project contains an overview of the fields of written language learning, formative assessment, effective formative feedback and writing as a process using literature and previous research. The literature and research show that teaching writing in a foreign language should focus on enhancing students’ interest in writing by supporting their curiosity and willingness to become writers. This can be done by focusing on content of a text instead of grammar or spelling, as this does not support young learners in their writing process. Teachers therefore need to provide feedback on aspects such as content, coherence and structure and give students information on how they can proceed in and improve a task. That is when the feedback will have the most positive effect on students’ learning. Further, the process-based approach of writing is argued to be beneficial for students’ learning as it encourages students to take an active part in their writing process. The major conclusions of this study are that the two teachers prefer to give informal and oral selective feedback on students’ writing tasks during the task. They give feedback once or twice on a task and often in the middle, to scaffold a progression. However, this is not in alignment with process-based writing. The study also shows that the two teachers are not aware of the theories underpinning writing as a process. Instead, they are well trained in ways of formative assessment and scaffolding language learning, but not the process-based approach of writing.
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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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Kazerouni, Ayaan Mehdi. "Measuring the Software Development Process to Enable Formative Feedback." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97723.
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Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them in industry. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the Data Structures and Algorithms course at Virginia Tech: students are required to develop large and complex projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. Assessment of software currently tends to focus on qualities like correctness, code coverage from test suites, and code style. Little attention or tooling has been developed for the assessment of the software development process. I use empirical software engineering methods like IDE-log analysis, software repository mining, and semi-structured interviews with students to identify effective and ineffective software practices to formulate. Using the results of these analyses, I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking" behaviours like running the program locally or submitting to an oracle of instructor-written test cases. The goal is to use this information to formulate formative feedback about the software development process. In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.Doctor of Philosophy
Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them as professional soft-ware developers. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the DataStructures and Algorithms course at Virginia Tech: students are required to develop large and complex software projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. The development of these projects necessitates adherence to disciplined software process, i.e., incremental development, testing, and debugging of small pieces of functionality. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. However, in educational contexts, assessment of software currently tends to focus on properties of the final product like correctness, quality of automated software tests, and adherence to code style requirements. Little attention or tooling has been developed for the assessment of the software development process. In this dissertation, I quantitatively characterise students' software development habits, using data from numerous sources: us-age logs from students' software development environments, detailed sequences of snapshots showing the project's evolution over time, and interviews with the students themselves. I analyse the relationships between students' development behaviours and their project out-comes, and use the results of these analyses to determine the effectiveness or ineffectiveness of students' software development processes. I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking"behaviours like running their programs locally or submitting them to an online system that uses instructor-written tests to generate a correctness score. The goal is to use this information to assess the quality of one's software development process in a way that is formative instead of summative, i.e., it can be done while students work toward project completion as opposed to after they are finished. For example, if we can identify procrastinating students early in the project timeline, we could intervene as needed and possibly help them to avoid the consequences of bad project management (e.g., unfinished or late project submissions).In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.
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Radford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.
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This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.
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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.
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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.
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Thesis (MSc(R)) - University of Glasgow, 2008.MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.
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Rathje, Ryan. "A Qualitative Case Study of Mathematics Teachers' Formative Assessment Feedback." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5934.
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Formative assessment is supported by research as a process to enhance student learning. A vital aspect in the process is the role of feedback which, based on its use, can support or hinder student learning. The problem addressed in this study was based on the concern of a high school administrator that teachers in the school were not using formative feedback in a manner that supported student learning. The purpose of this instrumental qualitative case study was to explore and understand the assessment and feedback practices of mathematics teachers in a private high school setting. The conceptual framework for this study was a model influenced by Black and Wiliam's theory of formative assessment and by Hattie and Timperley's model of feedback in which effective feedback is the supporting structure of the formative assessment process for promotion of student learning. The research questions were designed to explore the beliefs and practices of 3 mathematics teachers regarding the purpose of assessment and feedback. Qualitative data were collected from archival documents, observations, and a series of semistructured interviews. Data were analyzed by using multicycle descriptive coding and development of themes. Findings included teachers' beliefs, practices and misconceptions about the assessment and feedback cycle in relation to student learning in their classrooms. A recurring theme was that they lacked training in formative assessment practice. A 3-day professional development workshop that integrated and grounded formative assessment research into the daily practice of teachers was developed as a project. Teachers might bring about positive social change as their students develop self-regulatory learning strategies and transfer them into community life.
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Shrum, Sharon Faye. "The Influence of Written Formative Feedback on Student Learning in Elementary Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2888.
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Research has shown that giving quality feedback to students, which is an aspect of formative assessment, is a high-yield strategy that educators can use to advance academic achievement and support students in their learning process. The study took place in a Virginia school division where formative assessment was not a division-wide initiative used to increase student achievement. Therefore, the purpose of this qualitative case study was to identify the perceptions of teachers and students concerning formative feedback and distinguish the types of written feedback that may influence student learning. Bandura's social cognitive theory of self-efficacy and motivation provided the conceptual framework for this study. Teachers' and students' perspectives and student work samples were analyzed to determine the types of feedback that influenced students' learning in mathematics and to gain an understanding of teachers' and students' perceptions of written formative feedback. Data were collected through interviews with 10 elementary teachers and 20 elementary third through fifth grade students at 2 elementary schools and by collecting 318 work samples of these students. Themes emerged from inductive coding, and teachers' feedback was categorized using a feedback typology to determine the types of feedback teachers gave students. The teachers' and students' understanding of written formative feedback varied but both groups found written descriptive feedback aligned with learning outcomes were most beneficial. The results could serve to improve professional development for teachers on formative feedback, which could increase student learning.
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Skarp, Eddie. "The effects of formative feedback : A quantitative study of the effects of formative feedback on written proficiency in the Swedish upper secondary school L2 writing classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75282.
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This independent degree project investigates how formative feedback on written assignments affect Swedish upper secondary school pupils’ writing skills regarding form, what the effects are, and if the effects are the same for pupils in different ability bands. This was done by a time series analysis of tests where a collection of texts from pupils in different ability bands (E, C, and A) in two different classes was collected. All errors in the texts were counted and categorised, as well with the teachers’ highlighted errors on the pupils’ texts. The errors were further calculated into number of errors per 100 words due to different lengths of the texts. The results showed that there was a somewhat positive effect of the teachers’ feedback overall, and that pupils in lower ability bands processed feedback more effectively than pupils in higher ability bands. However, the results also suggested that in order to fully draw conclusions such as these, a statistical study is necessary to strengthen the results due to the low numbers in the results. The pedagogical implications found showed that teachers need to work differently with feedback for high-grade pupils. In order to do so, teacher education programs must emphasise this and address to teachers how to do this.
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Israeloff, Alanna. "Comparison of feedback generated by experts and learners during formative evaluation." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61293.
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Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two sources. The presents study examines the differences in feedback produced by experts and learners. Six sessions with experts and six sessions with learners were conducted to obtain feedback about a six page instructional unit. The think-aloud method was used to gather data from experts and the talk-aloud method was used with learners. Comments from experts and learners were transcribed, segmented, and coded according to two coding system which addressed both the amount and type of feedback. Results indicated that when compared to learners, experts identify a higher percentage of problems, make more comments related to their knowledge of the subject matter, provide more revision suggestions, and summarize their comments and actions more often. Learners elaborate more about each problem and focus on issues related to instructional design and language. The findings support the use of both experts and learners to evaluate instruction.
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Guard, Lynda May. "Formative feedback in a virtual patient simulator for clinical audiology training." Thesis, University of Canterbury. Communication Disorders, 2013. http://hdl.handle.net/10092/7946.
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The aim of this study was to examine the effectiveness of different types of feedback on learning pure-tone audiometry using a simulator. Participants were 51 undergraduate students in the Department of Communication Disorders. Participants were randomly allocated to one of two groups whilst undertaking pure-tone audiometry training with the Clinical Audiology Simulator (CAS). One group received summative feedback during the learning task while the second group received formative feedback. Probes were administered to examine participants’ knowledge of pure-tone audiometry following training. In addition, a subjective workload analysis was used to measure perceived cognitive load during training and assessment. Between-groups analysis was conducted to establish the effect of feedback on learning and cognitive load. Data regarding how much time each student spent training on the simulator was also collected, and a regression analysis was conducted to evaluate the relationship between time and learning. Formative feedback was found to have a large positive effect on learning in comparison to summative feedback. Cognitive load was perceived as being higher for students receiving formative feedback during training compared to those receiving summative feedback. In subsequent assessment, the formative feedback group reported a lower cognitive load than the summative feedback group. No relationship was observed between time spent training on the simulator and probes outcome. The formative feedback training mode of the CAS proved to be effective in supporting learning and cognitive load in novice students. The findings suggest that the type of feedback employed when using simulators affects learning outcomes for users.
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Hassan, Guuled. "An Investigation of Formative Feedback and its Impact on Student Writing." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36176.
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AbstractThis study investigates formative feedback comments given by instructors and the potential effects of the comments on students writing development. This research topic is examined from the perspective of the Swedish curriculum for English at upper secondary school and draws from international studies to identify potential implications for the Swedish context. Writing is an essential skill for students to acquire and instructors are responsible for guiding students in their efforts. However, it is unclear what types of comments may lead to students writing development. This paper has methodically included relevant research within the subject, and through synthesis identified several patterns in instructor comments which lead to student engagement and uptake of feedback. Research encourages instructors to be mindful of the tone of their comments as many negative comments may discourage and overwhelm students, resulting in them not engaging with the received feedback. The amount of comments on a students’ draft can also determine the students' engagement with the feedback comments. Also, research calls for instructors to familiarize students with the learning requirements and the metalanguage associated with the feedback process. Lastly, multiple studies included in this synthesis encourage the use feedback aids and alternative modes of feedback to support student development and accommodate students who do not respond to traditional feedback delivery methods.
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Rudenko, Aleksander, and Ali Asia Hussein. "What Are the Best Practices for Offering Instructor Formative Feedback on L2 Academic Writing?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39659.
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The syllabus for English 5 through 7 in Sweden states that students should learn to understand and write different types of text, one being academic papers. Therefore, teachers are required to guide students in their academic writing process as they transition to formal written English. Through this study, we aim to investigate the best practices of formative feedback from instructors on L2 academic writing and see the attitudes of students and teachers when it comes to given and received feedback. Moreover, we also aim to connect the results that are found through research to the Swedish national curriculum. This will be done through educational databases such as the Malmö university library database and ERIC. We have found a total of ten empirical studies that touch upon the two aforementioned aims. Research in the field of formative feedback displays how students have a healthier attitude towards oral communication as they may directly communicate with the instructor at the cost of time. In contrast, instructors disagree by claiming that it is not as efficient as written feedback where they may take on a larger number of students in a shorter amount of time whilst providing more accurate responses. Teachers ought to be aware that while efficiency is important, it is not as vital as student progression in academic writing. Also, it would be interesting to examine the attitudes and levels of comfort of students in regards to peer reviewing and self-feedback with a focus on L2 learners.
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Kapolka, Felix. "Pupils' Feedback." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20969.
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In a contemporary world saturated with technology, where data has become a means tounderstand and optimize almost everything, the educational sector seems reluctant towards it.In order to change that, it is argued that formative assessment is a sustainable way to monitorfeedback data for the purpose to improve school environment. Used in the classroom, it shiftsthe focus from the outcome of pupils’ learning to their real needs.This study elaborates on the lack of feedback for teachers and the referring potential oftechnology usage in schools. Due to, inter alia, a co-creation workshop, novice teachers anddesigners collaborated to create several prototypes, which were used in a real classroomsituation afterwards. Those prototypes enabled a deep understanding of the current perceptionof feedback as well as the technology awareness of students and teachers.The research results were discussed from various angles, including young teenagers’and experienced teachers’ views. The outcome analysis led to the need of a student-centredcurriculum which offers explorative access to technology and feedback for everybodyinvolved in a school environment.
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McGinty, Samantha. "First year Humanities and Social Science students' experiences of engaging with written feedback in a post-1992 university." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/210189.
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First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education.
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Browning, Samuel Frank. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6659.
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Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significant increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), though which group improved the most varied depending on which test was run. We discuss the implications of using Dr. Scratch as a formative feedback tool and recommend further research on the use of such tools in elementary coding experiences.
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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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Taylor, Marie-Anne. "Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.
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This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment, 2009) as being a process using tools. The mindset of formative assessment can be difficult to grasp. Therefore, this study takes up the question if and how an understanding of the formative assessment mindset is reflected in the teaching practice of teachers in the English Language Acquisition classroom. Five lectures were observed of different teachers and groups of students, in an upper secondary school in Sweden. An additional questionnaire gave insight into the mindset of the participating teachers concerning the meaning of the term formative assessment as well as their teaching practice. The definitions the teachers gave varied in complexity and this was also reflected in their teaching. Only one teacher embedded the process of formative assessment with all the 5 key strategies of formative assessment in her lecture. By comparing classroom practice and the understanding of the teachers of what formative assessment entails, I found that the more inclusive of the 5 key strategies the understanding of the teachers was, the more their teaching practice was formed by it. Furthermore, to be able to use the 5 key strategies of formative assessment needs skill and practice, and therefore training of teachers is necessary.
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Rizzo, Enqvist Daniela. "Formativ återkoppling i matematikundervisningen i årskurs 4–6 : En undersökning om lärarnas återkoppling." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39759.
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Recent research has shown that summative feedback has a negative effect on pupils’ learning, because the feedback given lacks information sufficient to pupils. This compared to formative feedback which has shown positive results on pupils learning (William 2019). Despite the positive research results, it is problematic to implement the method in to practical teaching (Grevholm 2012). The purpose of this study is to analyze how formative feedback is used in mathematical teaching for grades 4-6 in Swedish schools. The study aims to answer the following questions: How is formative- and summative feedback in mathematics given? How is verbal feedback in mathematics used? This study has used the qualitative methods observation and interview to get a deeper insight of individual choices made by teachers. To analyze the collected materials, the theory of formative feedback in different levels have been used. The results show that the most common used formative feedback was in a verbal form. Verbal formative feedback was preferred since it involves direct communication, seldomly misunderstood. The results also show that written formative feedback was rarely given because it was considered time-consuming. Verbal formative feedback was mostly given to the pupils on a self-regulation level.
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Tremblay, Diana. "Comparison of feedback generated by subject matter and learner experts during formative evaluation." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26344.
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The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
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Irons, Alastair. "An investigation into the impact of formative feedback on the student learning experience." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/890/.
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In recent years there have been a number of indications that there are issues with the provision of feedback to students in Higher Education, for example the National Student Surveys, 2005 – 2008 QAA Institutional Audit Reports showed low levels of satisfaction with the feedback that students received. . The aim of the research undertaken in this thesis was to explore the issues with feedback from the point of view of students, academics and institutions and to determine whether the provision of feedback to students in an Institute of Higher Education enhances the learning experience of those students, addressing the research question - can formative feedback enhance student achievement ? The purpose in carrying out the research in this thesis is to use the results from the research to inform and improve teaching practice in order to enhance student learning opportunities. The work is important for students, staff, and institutions. The research evidence from the literature suggests that “assessment for learning” and the provision of formative feedback enhances the student learning experience. The “assessment for learning” (AfL) approach is currently widely advocated in Higher Education. However, the quantitative data gathered for this thesis suggests the impact of the AfL approach is not as positive as is suggested by the AfL advocates. The evidence in this thesis indicates that despite the provision of feedback to students there is little indication that the student learning experience improves as a result. The quantitative analysis in this thesis compared student groups, over a three year period, who had experience of formative feedback and student groups who had not. The results, based on the summative assessment performance of the student groups, suggest despite the development of formative interventions and detailed formative feedback being provided to students there was little or no correlation between the provision of feedback and the enhancement of student learning. The qualitative findings from this thesis, based on pilot studies on the types of feedback students want and a series of focus groups, suggest that students want and expect feedback. They want feedback that they can understand and that they can use in their learning. However there are issues in the type of feedback that is given to students. The qualitative data indicates that there is a difference in perception between students and academic staff on what constitutes effective feedback. The difference is mainly around the understanding of the language used in the feedback but also the expectations of what to do with the feedback. Academics expect students to use the feedback in feedforward for future learning, but students are unsure as to what they should be doing with the feedback. The data gathered in this thesis suggests that students want to use feedback to enhance their generic academic skills rather than to “close the gap” on their subject knowledge and understanding. This finding conflicts with current AfL literature; conjectures about the discrepancy are explored. If formative feedback is to “close the gap” on student understanding students need to be encouraged to engage with the feedback and guided in how use the feedback to enhance their learning. For feedback to be valued by students the feedback needs to be high quality and be understandable. The findings from the case studies are used to make recommendations for changes in academic practice in the provision of feedback.
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Bloxham, Kristy T. "Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/801.
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The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings.
An important finding from the research is that students like to be asked to help improve their learning experience, as long as the instructor listens and responds to their feedback. Evaluation is a valuable component of instructional design theories, which are based on the philosophy that the best designs result from an iterative process. Using a synergistic CQI approach, this study indicates that it is possible for changes to be made more quickly to a course when students are involved in the process. The combination of frequent student feedback with a willing and experienced instructor who can make expert course revision decisions allows the process of course improvement to be enhanced.
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Mollestam, Emma, and Lixia Hu. "Corrective feedback on L2 students’ writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33511.
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Corrective feedback (CF) is regarded as a controversial topic when it comes to writing in the L2 classroom. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made us interested in conducting a study focusing on what attitudes grade 3-5 (age 9-11) teachers have concerning CF, and if they themselves use it for their L2 students’ writing. The study was conducted through five semi-structured interviews with teachers working in Lund, Sweden. The aim of the study was to investigate compulsory school teachers’ experiences of and thoughts on CF as a teaching method for improving young L2 learners’ writing. The results revealed that the teachers believe CF to be an irreplaceable part of language learning but that it should be adapted to each individual’s needs. Although all interviewed teachers acknowledged CF’s potential harm on learners’ motivation and willingness to write, no one believed that it could be left out completely.
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Gomez, Escoda Alicia. "El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.
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This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the study is to investigate how feedback is perceived by students and how students would like feedback to be. Classical studies about assessment divide feedback into two categories: formative feedback and summative feedback. Our study intends, on the one hand, to analyze if students perceive receiving one of these kinds of feedback more than the other. On the other hand, the study intends to find out if students prefer summative or formative feedback. Furthermore, we aim to analyze if there is a link between the students´ perceptions and preferences and their level of proficiency in the Spanish language. The study was carried out with 190 students from Småland (Sweden) that were studying Spanish as a foreign language at school. We used questionnaires in order to gather information about the feedback they get in their Spanish lessons and the feedback they personally prefer. The results of the study show that students do perceive receiving more summative feedback than formative feeback. The students who perceive a higher reception of formative feedback are those who have a higher proficiency in Spanish, and this fact was proved to be statistically significant. The results of the study show as well that students like to get formative feedback as much as summative feedback. Nevertheless, the higher achivers do prefer getting formative feedback in a higher grade than the lower achievers, even though this could not be proved as statistically significant.
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Johansson, Magnus. "Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.
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For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was sent out to students in Swedish Upper Secondary School. The intent was to identify how students perceive feedback, as well as how they react and interpret the feedback they receive on written texts. The results are then used in a discussion that aims to draw attention to the potential implications that feedback may have on students’ motivation to write. In this study, Nicol and Macfarlane-Dick’s seven principles for feedback serve as a measurement for what constitutes good feedback. The results suggest that when a certain form of feedback is not commonly used by teachers or is used differently by different teachers, then the feedback becomes difficult to interpret for students. The respondents consider themselves regular recipients of feedback but struggle with interpreting feedback when there are variations in teachers’ practices in applying feedback.
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Adendorff, Stanley Anthony. "Investigating feedback as element of formative assessment in the teaching of senior phase Mathematics." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/331.
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Blanco-Blanco, Ernesto V. "Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85691.
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Thesis (MPhil)-- Stellenbosch University, 2013.Introduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.
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Pemberton, Katie Jo. "Assessment for Feedback and Achievement Growth for Middle School Math Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5928.
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Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental design was used. The research question focused on the statistical differences in course percentage grade, state standardized testing score, and growth score on state standardized math tests between groups of students who were allowed multiple formative assessment options and those who were not. Data were analyzed using an independent samples t test and a one-way MANOVA, which showed a statistically significant difference for student course percentage grade. Findings were used to produce a 3-day professional development program supporting teachers' use of formative assessment in mathematics classes. The findings will inform educational stakeholders' decisions regarding the use of multiple assessment attempts and differences between this specific formative assessment strategy and student mathematics assessment performance to promote positive social change. Positive social changes may include increased awareness of how multiple assessments may affect student growth, course percentage grades, and state testing scores.
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Williams, Judith Airini. "What makes feedback work for primary school students? An investigation of the views of some Year 8 students." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8991.
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I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting.
I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback.
I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not.
I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.
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Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15).
The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Renlund, Julia. "Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630.
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In this thesis I intend to write about how five primary school teachers reflect on formative assessment and how the formative assessment of students can take place practically according to teachers. My questions are: How do the five teachers perceive on formative assessment as a pedagogical approach? How do the teachers do to assess students’ knowledge? In what way do the teachers give feedback to students?The work is based on qualitative interview method where five elementary school teachers were able to reflect on their classroom practice with a focus on formative assessment. The theoryI have chosen to work from is the so-called five key strategies of formative assessment.These strategies are about; clarifying, communicating and creating understanding of the learning objectives and criteria for progress, to achieve effective classroom discussions, activities and learning data to show that learning has taken place, to provide feedback for learning forward, toenable students to become learning resources for one another, and to enable students to own their own learning. The results of the interviews showed that a formative approach lasted in a more implicit than an explicit meaning in classrooms. The formative approach was fairly a new phenomenon and had not begun in the larger extent of the interviewed teachers’ schools yet. Assessment materials were used to clarify the learning outcomes for students. Methods andactivities in the classrooms took place on a smaller scale in the form of discussions between students. Self-assessment was considered by most teachers as something they could not imagine or was considered to be too difficult for the students because of the children's young age. The results also showed that there is a great need to make time for evaluation and to gain knowledge of articulate, reflective subject issues to provide students with
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Rowan, Paul A. R. "Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/57.
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This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
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Andersen, DeEtta Lorick. "Evaluative Feedback: How K-12 Teachers Respond." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2514.
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This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. An independent sample t test revealed statistically significant differences between teachers of varying experience in 3 standards: support of district goals, classroom management, and instruction. . An ANOVA found no significant effect between teaching experience and the length of time since the feedback was provided to the teacher. Qualitative data found a variety of social, personal, organizational, and student-based needs that accounted for teachers' response to feedback. In teachers that made changes to practices, administrator suggestion was the most important factor, but conversations with colleagues were also important. However, most teachers did not receive formative feedback. Organizational factors such as state initiatives to change instruction influenced teachers of more experience than novice teachers. These findings can help administrators improve the formative effect of their feedback. Understanding how evaluative feedback leads to changes in teaching practices should improve feedback systems in schools across the nation which subsequently should lead to in more effective teaching practices.
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Tovar, Klinger Cristian Jesus. "EFL PROFESSORS’ BELIEFS OF ASSESSMENT PRACTICES IN AN EFL PRE-SERVICE TEACHER TRAINING UNDERGRADUATE PROGRAM IN COLOMBIA." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1324.
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This study describes the findings of a qualitative study examining the understanding about the beliefs and practices about assessment of faculty who teach English as a foreign language. I analyzed the beliefs and practices of EFL faculty members as described in their responses upon the instructional process of the target language following a three-part approach proposed by Miles, Huberman and Saldana (2014), which is a concurrent flow of three activities: (a) data condensation, (b) data display, and (c) conclusion drawing/ verification. For the collection of data, I used two instruments: qualitative interviews, and documents. The following research questions guided this study: 1) what are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre service teachers and in their interactions with departmental colleagues? 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate student manual, for their instructional practice of English as Foreign Language?
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Stuart, Clarence Rodney. "An exploration of the efficacy of a computer-based formative assessment on mathematics achievement." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504642.
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Andersson, Sanna. "Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.
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The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions: What types of feedback communicates from teacher to student, and students among each other? How does one teacher describe her feedback and how it affects student motivation and learning process? What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process? Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study. The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds). The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.
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Eriksson, Maria. "Teachers' and students' experiences and perceptions of formative assessment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30565.
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This research paper looks at teachers’ views, and use, of formative assessment in the subject of English 6. It also highlights students understanding and processing of feedback and their opinions of eight assessment tools. The study was carried out using mixed methods research with individual teacher interviews, a student focus group interview, and a questionnaire. My finding shows the difficulties with identifying formative assessment and working with this in a way that helps students in their development of English 6, and the need for tools to make feedback and guidance clearer for students. Furthermore, this study identifies the need for guidance from the Swedish national agency of education regarding how teachers should incorporate formative assessment in their classroom.
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Robison, Diane Flint. "Active Learning in a Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, and Teaching as Learning." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/468.
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The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.
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Guuled, Hassan. "Constructive Alignment and FocusedFormative Feedback on an L2 EnglishBeginner Undergraduate AcademicWriting Course." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45747.
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Although academic writing skills are central in the core content of the Swedish nationalcurriculum for English, Swedish upper-secondary school pupils struggle withcomposing academic texts. Both international and national research have formulatedseveral models for effectively constructing ESL (English as a second language)academic writing modules. However, these models in the school are often notimplemented or misinterpreted in the Swedish school. Therefore, to find a best practiceexample that can be implemented in the English upper-secondary classroom, this studyinvestigates the research-based design of a beginner ESL academic writing course atMalmö University with focus on constructive alignment and instructor feedback. Thedata included three data sets: i) lectures and other course materials, ii) ten studentpapers across three drafts, 30 draft submissions in total, and iii) instructor feedback onthe first two drafts. All data was subjected to different types of content analysis. Afeedback classification system synthesized from previous research was specificallydeveloped for the data analysis of instructor feedback. The main findings were that theacademic writing course investigated was in-fact constructively aligned providing thestudents with qualitative academic writing instruction; therefore, it may arguably serveas a model for academic writing interventions also in the school. Furthermore, themulti-dimensional feedback classification system developed for this study may guideeducators’ reflection over their feedback practices.
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Atas, Sait. "Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38935.
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This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three domain experts’ knowledge structures regarding the same concepts were also elicited and averaged to create a referent knowledge structure. The referent knowledge structure served as a basis for formative feedback. Then, each participant’s knowledge structure was compared with the referent structure to identify common, missing, and extraneous links between the two networks. Each participant was provided with individualized written and visual, and multi-media feedback through an online Concept Mapping tool based on the principals of formative assessment and feedback in an attempt to increase their conceptual knowledge of ANOVA.
The study was conducted with 67 undergraduate participants from a mid-size university in the United States. Participants completed two data collection tools related to the critical concepts of ANOVA. Later, three different types of feedback around the critical concepts were given to participants in three stages. First, each participant was given visual feedback as a result of the comparison between their own knowledge structures and the referent knowledge structure to highlight similarities and differences between the two. Then, participants were provided with individualized written and multi-media feedback to emphasize conceptual understanding behind ANOVA procedures. This procedure was followed by the re-assessment of participants’ reasoning ability related to ANOVA and knowledge structures related to critical concepts to measure the effect of the intervention.
Results suggest that participants both in control and intervention groups had the same level of statistics experience and anxiety before this study indicating that randomization of participants into two different groups was successful. Moreover, women participants reported a statistically significant higher level of statistics anxiety than men, however, it seems that this small difference did not limit their ability to perform required statistical tasks. Further, findings revealed that participants’ conceptual knowledge related to critical concepts of ANOVA increased significantly after the individualized feedback. However, the increase in the conceptual understanding did not help participants to transform this knowledge into more formal understanding related to procedures underlying ANOVA. Moreover, even though, previous similar studies suggest that participants are consistent in using a single strategy for making inferential reasoning across datasets, in the present study, qualitative data analysis revealed that statistics learners demonstrate diverse patterns of inferential reasoning strategies when they were provided with different size of datasets each with varying amount of variability. As a result, findings support the use of an extended framework for describing and measuring the development of participants’ reasoning ability regarding consideration of variation in statistics education.
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Garber, Tammy L. "The effect of written feedback on formative assessments on students' performance in a high school mathematics class." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1654487941&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Robison, Diane F. "Active learning in a large enrollment introductory biology class : problem solving, formative feedback, and teaching as learning /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1338.pdf.
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Chester, Derek T. "The Formative Years: an Exploration of the Early Training and Song Juvenilia of Samuel Barber." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271790/.
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In the art of song composition, American composer Samuel Barber was the perfect storm. Barber spent years studying under superb instruction and became adept as a pianist, singer, composer, and in literature and languages. The songs that Barber composed during those years of instruction, many of which have been posthumously published, are waypoints on his journey to compositional maturity. These early songs display his natural inclinations, his self-determination, his growth through trial and error, and the slow flowering of a musical vision, meticulously cultivated by the educational opportunities provided to him by his family and his many devoted mentors. Using existing well-known and recently uncovered biographical data, as well as both published and unpublished song juvenilia and mature songs, this dissertation examines the importance of Barber's earliest musical and academic training in relationship to his development as a song composer.
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Roos, Bertil. "ICT and formative assessment in the learning society." Doctoral thesis, Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-477.
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Bennett-Perro, Whitney Rae. "How Elementary Teachers Determine Meaningful Homework Assignments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.
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A self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. In this intrinsic case study, data collection included face to face interviews with 10 general education Grade 3-5 teachers in 2 different schools within the same, a 2- week document analysis of homework assigned in language arts and mathematics, and a focus group of participants. The data were analyzed with open coding followed by axial coding to determine themes. Member checking and triangulation were used to ensure validity and accuracy. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher selfefficacy and collaboration through a professional development paired with a professional learning community. This study may also lead teachers to change their formative assessment processes and provide guided instruction that enhances student learning outcomes.
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Johansson, Ljungkvist Niclas. "Lärares upplevelser av den återkoppling som ges när elever arbetar med digitala matematikuppgifter : En kvalitativ intervjustudie med lärare i årskurs 4–6." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78280.
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The digitalization of the school has led to teachers increasingly using digital tools in their teaching of mathematics. In comparison with other subject, however, mathematics sees the least use of digital tools. Teachers pedagogical awareness and knowledge of how they can use digital tools affects how they use digital tools for formative feedback. In the study 9 teachers working with years 4-6 from 3 different schools have been interviewed. The purpose of the study has been to investigate how teachers experience the feedback and how the feedback is affected in student work with mathematics assignments. The purpose was also to bring forward advantages and disadvantages teachers experience with digital mathematics assignments. To examine this, the data was analyzed based on the feedback theory The Power of Feedback (Hattie & Timperley, 2007). The results show the digital mathematics assignments are seen to have both advantages and disadvantages to feedback that contributes to the development of students' knowledge. This is partially affected by the teacher's choice of assignments as well as how actively the teachers are working to give students feedback. It is also apparent that there is a need to both develop teacher's knowledge of how to use digitial mathematics assignments and to develop already existing programs to facilitate a more formative teaching.Skolans digitalisering har lett till att lärare allt mer använder digitala verktyg i matematikundervisningen. Användningen av digitala verktyg är dock lägst i jämförelse med övriga ämnen. Lärarnas pedagogiska medvetenhet och deras kunskap om digitala verktyg påverkar hur de digitala verktygen används för formativ återkoppling. I studien har 9 lärare som arbetar i årskurs 4–6 från tre olika skolor intervjuats. Syftet med studien har varit att undersöka hur lärare upplever återkopplingen och hur återkopplingen påverkas vid elevarbete med digitala matematikuppgifter. Syftet var även att lyfta fram fördelar och nackdelar som lärarna upplever med digitala matematikuppgifter. För att undersöka detta analyserades data utifrån återkopplingsteorin The Power Of Feedback (Hattie & Timperley, 2007). Resultatet visar att digitala matematikuppgifter både anses ha fördelar och nackdelar för återkoppling som bidrar till elevernas kunskapsutveckling. Detta påverkas dels av lärarens val av uppgifter samt hur aktivt lärarna arbetar för att eleverna ska få återkoppling. Det framgår även att det finns ett behov av att utveckla både lärares kunskap om användningen av digitala matematikuppgifter och de redan befintliga programmen för att möjliggöra en mer formativ undervisning.