Статті в журналах з теми "Formative peer assessment (PA)"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Formative peer assessment (PA).
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Formative peer assessment (PA)".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi, and Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, no. 1 (July 31, 2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.
Повний текст джерелаАнотація:
In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years old) answered a questionnaire investigating the perception and attitudes towards GW and PA at the beginning and at the end of a module of Advanced Optometry structured with a formative/summative GW activity with a final PA. Two-thirds of optometry educators declared they use GW, but not as a summative assessment tool. Only a quarter of the sample answered that they used PA at least once. Educators’ attitudes towards GW were more positive than PA (p < 0.001). About 60% and 80% of the interviewed students stated they have never participated in GW and PA, respectively. Students’ pre-course attitudes towards GW and PA resulted in values close to the middle of the scale with no significant differences and positive correlations between them (p < 0.001). When students’ GW attitudes were compared with educators’ GW attitudes, the latter were more positive. Students’ post-course attitudes towards GW and PA were enhanced. Although GW and PA are considered very good strategies to improve teaching, the results of the present study have demonstrated that the use of these strategies in Italian optometric higher education is limited. However, the study has also demonstrated that Italian optometry educators have positive attitudes towards “social” teaching strategies especially for GW. Furthermore, optometry students showed improved attitudes towards these strategies once exposed to them. Overall, the results of the study open the possibility to integrate “social” teaching strategies to improve the effectiveness of optometry education.
2
Lima, Alba Regina de Abreu, Júlio César André, Marina Kamimura, Ana Carolina dos Reis, Juanita Justina Ferreira da Silva, Loiane Letícia dos Santos, Emerson Roberto dos Santos, and Sérgio Luíz Aparecido Brienze. "Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?" Journal of Education and Training Studies 8, no. 3 (February 27, 2020): 90. http://dx.doi.org/10.11114/jets.v8i3.4737.
Повний текст джерелаАнотація:
In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.
3
Liu, Yingchun, Zhuojing Ni, Shimin Zha, and Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography." Sustainability 14, no. 23 (November 27, 2022): 15787. http://dx.doi.org/10.3390/su142315787.
Повний текст джерелаАнотація:
Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers’ knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers’ knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements.
4
Gu, Chenhua. "Student Peer Assessment." Review of Educational Theory 3, no. 2 (May 27, 2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.
Повний текст джерелаАнотація:
This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
5
Goldin, Ilya M., and Kevin D. Ashley. "Eliciting formative assessment in peer review." Journal of Writing Research 4, no. 2 (November 2012): 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.
Повний текст джерела
6
Chin, Paul. "Peer assessment." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.
Повний текст джерелаАнотація:
Peer assessment is the process whereby students provide formative or summative feedback to fellow students about their work. There have been many decades of research into the potential benefits of peer assessment and numerous studies have shown that peer assessment offers real educational, and sometimes social benefits for students. In addition, self assessment is often included alongside, but the benefits are sometimes disputed. This article will provide a brief summary of the research establishing the educational benefits of peer assessment and self assessment. There has also been a lot of work in recent years exploring the use of technology tosupport peer assessment. This work will be reviewed and recent examples of peer assessment in the physical sciences will be highlighted.
7
Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson, and Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review." BMJ Open 11, no. 2 (February 2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.
Повний текст джерелаАнотація:
ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.
8
Janicka, Monika. "DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE." Neofilolog, no. 54/1 (March 31, 2020): 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.
Повний текст джерелаАнотація:
The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers.
9
Meletiadou, Eleni. "Learners' Perceptions of Peer Assessment." International Journal of Teacher Education and Professional Development 5, no. 1 (January 2022): 1–14. http://dx.doi.org/10.4018/ijtepd.295539.
Повний текст джерелаАнотація:
In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA but improved even more after the implementation. This was also confirmed by the focus group discussions in which shortcomings of PA were also highlighted. Students expressed their wish to use multiple forms of assessment, receive more training and increase their exposure to PA. All in all, students’ positive attitude towards PA seemed to have affected their writing performance and vice versa.
10
Adawiyah, Siti Rabiatul, and Nofisulastri Nofisulastri. "Kualitas Peer Assessment sebagai Assessment Formatif." Bioscientist : Jurnal Ilmiah Biologi 8, no. 2 (December 30, 2020): 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.
Повний текст джерелаАнотація:
This study aims to produce a suitable peer assessment instrument as a formative assessment. This type of research is development research, because it develops a peer assessment instrument. The development of the peer assessment instrument refers to the Borg & Gall development model which includes 10 stages, namely: 1) a preliminary study; 2) planning; 3) development of a product initiation model; 4) reviewing the initiation model of the product; 5) revision; 6) limited trials; 7) revised trial results; 8) wide-scale trials; 9) final product revision; and 10) dissemination. However, in this study only up to stage 8, while stage 9 and stage 10 were not carried out due to time and conditions that did not allow. Expert validation was carried out beforehand before limited testing and wide-scale trials in Class X Madrasah Aliyah An-Najah, Al-Halimy Education Foundation, Sesela, Gunungsari District, West Lombok Regency. The results showed that the logical validity of the peer assessment instrument was very good, with an average score of 3.7. The results of the analysis using the product moment correlation test to determine the empirical validity of the peer assessment showed that the empirical validity of the peer assessment was in the high category (0.94; 0.96; 0.97; and 0.97). Based on the results of the study, it was concluded that peer assessment was of good quality as a formative assessment.
11
Nikolovska, Anzela, Mira Bekar, and Zorica Strezovska. "The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific." Studies in Linguistics, Culture, and FLT 11, no. 3 (December 12, 2023): 27–48. http://dx.doi.org/10.46687/fwvc2082.
Повний текст джерелаАнотація:
The paper reports on the outcomes of research carried out at a North Macedonian public university aimed at developing the language competences of prospective EFL teachers through formative assessment. For the study’s purposes, a CEFR-based assessment tool was designed for teacher, peer and self-assessment of the ETP (English-for-teaching purposes) competences of fourth year student–teachers (n=15) micro-teaching lower year students. Fluency, accuracy, interaction, stimulating the development of ideas, and addressing audiences were the formative assessment criteria used to check if there was progress from the first to the third micro-teaching session as a result of formative feedback and assessment training. Additionally, two surveys for student-teachers and peer-assessors were used aimed at exploring: a) the effects of formative feedback on students’ language competences and teaching skills; b) the effects of formative assessment training on students’ peer- and self-assessment skills; and c) the professional and personal benefits of formative assessment training for students. Apart from many personal benefits from the project, findings revealed positive effects of formative assessment on students’ language competences and teaching skills; specifically on the awareness of the complexity of ETP competences and the skills for tackling various classroom, assessment and material design challenges.
12
Sandvoll, Ragnhild. "Feeling good, but missing the mark. What happened to the assessment in peer assessment?" Journal of University Teaching and Learning Practice 11, no. 1 (January 1, 2014): 17–29. http://dx.doi.org/10.53761/1.11.1.3.
Повний текст джерелаАнотація:
This qualitative study explores aspects of formative peer assessment through looking at teachers’ and students’ perceptions and practices. The study takes place in a first semester course, where mastering peer assessment was a learning outcome and where formative peer assessment was designed into the course plan as a learning activity. Empirical material is derived from observing two seminar groups and from interviewing teachers and students. Findings indicated that whilst all interviewees expressed positive attitudes towards peer assessment, no one seemed to put much effort into doing it. Using Argyris’ theories of action as a theoretical framework, the study explores the relationship between realities of practice and espoused theories. Discussion focuses on the apparent paradox of positive expressed views and minimal effort. Additionally, the role of the teachers in managing peer assessment will be discussed, linked to the development of their teaching.
13
Topping, Keith. "Peer Assessment: Channels of Operation." Education Sciences 11, no. 3 (February 25, 2021): 91. http://dx.doi.org/10.3390/educsci11030091.
Повний текст джерелаАнотація:
The present paper offers a definition of peer assessment and then reviews the major syntheses on its effectiveness. However, the main part of this paper is preoccupied with how to do PA successfully. A typology of 44 elements explains the differences between the many types of peer assessment. Then a theoretical model outlines some of the processes which may occur during PA. Initially, only a few of these will be used, but as those engaged in PA become more experienced, an increasing number of elements will feature. However, these may not appear in the linear order set out here, and indeed may be recursive. The implications for the design and organisation of PA are outlined, as well as the implications for future research.
14
Liao, Ren-Yu, Ching-Tao Chang, and Chun-Ying Chen. "Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment." International Research in Education 8, no. 2 (September 15, 2020): 43. http://dx.doi.org/10.5296/ire.v8i2.17405.
Повний текст джерелаАнотація:
This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.
15
Fitzgerald, Kylie, Brett Vaughan, and Joanna Hong-Meng Tai. "Multiple feedback sources in learning clinical history-taking skills: Developing evaluative judgement." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (November 29, 2021): 33–50. http://dx.doi.org/10.11157/fohpe.v22i3.441.
Повний текст джерелаАнотація:
Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p 0.01) and group 2 (n = 26, p 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.
16
Gupta, Shikha, Sarika Tomar, and Anamika Gupta. "Learner-generated YouTube presentations for formative assessment." STEM Education 3, no. 4 (2023): 306–30. http://dx.doi.org/10.3934/steme.2023019.
Повний текст джерелаАнотація:
<abstract><p>The purpose of the present research was to study the efficacy of learner-generated videos published on YouTube as a formative assessment method. The impact of the assessment method on students' learning and satisfaction, peer learning, group dynamics and skill development was analyzed. An emerging innovation within assessment was done with the students of an undergraduate computer science course during the COVID pandemic. Fifty-four students (teams of three to four) were instructed to create YouTube videos explaining the database design of a case study, peer-reviewed by views and likes. A mixed-method approach with a sequential study design was employed. A questionnaire with 25 questions on learners' and groups' attributes and four open-ended questions was administered. This was followed by a semi-structured interview comprising 19 questions. The quota sampling method was used for selecting a sample of students for interviews. Content analysis of interview transcripts was performed with the NVivo software.</p> <p>During the experiment, we faced a challenge due to a lack of confidence among some students in public speaking. However, the innovative and engaging assessment resulted in the active participation of learners. Development of new skills like communication, peer bonding, teamwork and resolving conflicts was observed. Additionally, a fair and transparent grading methodology was a satisfying experience. Subject learning and video editing knowledge were enriched by peer learning. The results of the study revealed that publishing learner-generated videos on YouTube had a positive impact on students' learning and satisfaction. We therefore recommend the same as an effective tool for formative assessment.</p></abstract>
17
Grant, Tripp, Andrew Murphy, Ben Stafford, and Pamela B. Childers. "Peer Tutors and Students Work with Formative Assessment." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 2 (November 1997): 103–5. http://dx.doi.org/10.1080/00098659709599335.
Повний текст джерела
18
Ventista, Ourania Maria. "Self-assessment in Massive Open Online Courses." E-Learning and Digital Media 15, no. 4 (July 2018): 165–75. http://dx.doi.org/10.1177/2042753018784950.
Повний текст джерелаАнотація:
Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.
19
Fatahhela Dewi, Erniyanti Nur, Nidyah Hasanah, and Muhammad Faishol Nurul Huda. "Formative Peer Feedback On Undergraduate Students’ Speaking Ability." Al-Lisan 5, no. 2 (September 6, 2020): 116–29. http://dx.doi.org/10.30603/al.v6i2.1327.
Повний текст джерелаАнотація:
This descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at State Islamic University Jakarta. This study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. Besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that students interested in when they assess their friends, and identify students’ feelings when used the formative peer feedback in public speaking class. Concerning the results of the study, the writers discovered that formative peer feedback is very beneficial for the undergraduate student in the learning process of the public speaking class. While doing the assessment, most undergraduate students seem more interested in assessing their peer's body language and speech content. In addition, the result that the writers got from the investigation was 62.5% that claimed their peer’s feedback was very objective. Other than that, when using the formative peer feedback in the public speaking class, 65.6% of undergraduate learners were feeling satisfied.
20
Sriyati, Mrs Siti, Nuryani Y. Rustaman, and Mr Asmawi Zainul. "KONTRIBUSI ASESMEN FORMATIF TERHADAP HABITS OF MIND MAHASISWA BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, no. 2 (October 1, 2010): 77. http://dx.doi.org/10.18269/jpmipa.v15i2.283.
Повний текст джерелаАнотація:
Study about formative assessment contribution to habits of mind of the Biology students purposes to describe weather there is a formative assessment contribution (feedback, self assessment and peer assessment) to the forming of student habits of mind. The research was carried out in Biology Education Departement to students who took Botany Phanerogamae instruction on 2009/2010. Many of formative assessment strategies were applied on theory and practical study, such as group presentation task, concept diagram, to observe practical and presentation activity, drawing book task and practical report. And some of the instrument used on this study were habits of mind tracing questionnaire, work observation sheet on the theoty and practical study, concept diagram, task and rubric for drawing book task, practical report and student questionnaire. The result of the research shows that there is an contribution of formative assessment to the habits of mind, with medium classified with the R value of 0,654. While determination coefficient value is 0.372 which means that 37.2% variation of habits of mind was influenced by formative assessment. Through the path analysis know that the direct influence on feedback, self assessment and peer assessment to habits of mind is 16,7%, 11.1% and 2.6%.Keywords: contribution, formative assessment, habits of mind
21
McGatha, Maggie B., William S. Bush, and Christopher Rakes. "The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement." Journal of MultiDisciplinary Evaluation 6, no. 12 (May 6, 2009): 32–43. http://dx.doi.org/10.56645/jmde.v6i12.224.
Повний текст джерелаАнотація:
This article describes a year-long professional development program on formative assessment for middle school mathematics teachers and its impact on teachers’ use of formative assessment during instruction. The focus of the program was to support teachers in (a) embedding formative assessments into their instruction, (b) interpreting student responses and performance on formative assessments, (c) using effective questioning strategies and peer assessment, and (d) identifying student errors and misconceptions and implementing instructional strategies to address them. Teacher and student performance data were collected on participating teachers, control teachers, and their students during the year-long professional development. The professional development had an impact on teachers’ cognitive level of questioning, use of peer assessment, and types of questioning strategies. Results of student performance data revealed differences in performance on some types of items among students of participating teachers and control teachers.
22
Khan, Alla, Norhaslinda Hassan, and Azril Ali. "Implementing formative assessment in Malaysia: Teachers’ viewpoints." Language Testing in Focus: An International Journal 7 (May 2023): 28–41. http://dx.doi.org/10.32038/ltf.2023.07.03.
Повний текст джерелаАнотація:
The paper aims to study the implementation of one of the dimensions of formative assessment i.e., assessment as learning. It has specifically attempted to investigate the practices of peer- and self-assessment among teachers in schools. Considering the recent growth in implementing formative assessment around the world; both in schools and higher learning institutions, this study aims to shed some light on the practices of it in schools, which can help policymakers adjust their policies in higher learning institutions. This study employed a quantitative method, in which a questionnaire is distributed among teachers in four states in the northern region of Malaysia. This paper offers insights into how teachers attempted to practise peer- and self-assessment in schools in the northern region of Malaysia. As this is a washback study, it not only reports the factors that were discovered, but it also attempts to report the factors mediating the washback. This study can be considered a contribution in terms of shaping the research into assessment as learning at its early stage.
23
I Dewa Ayu Made Meilani Pramesti. "EXPLORING THE BENEFITS OF FORMATIVE ASSESSMENT IN THE CLASSROOM." Esteem Journal of English Education Study Programme 6, no. 1 (July 7, 2024): 188–94. http://dx.doi.org/10.31851/esteem.v6i1.16142.
Повний текст джерелаАнотація:
Formative assessment is an evaluation technique used in the learning context to track students' progress over time and gauge their grasp of the material. This article employs a library research or literature review methodology. This page describes the many forms of formative assessment that can be applied, including exit tickets, quizzes, peer evaluation, class observations, and more. Because formative evaluation offers so many advantages, it should be carried out. By using formative assessment, teachers may better understand their students' needs and comprehension while also empowering them to take ownership of their education and giving them constructive criticism that helps them advance.
24
Orsmond *, Paul, Stephen Merry, and Arthur Callaghan. "Implementation of a formative assessment model incorporating peer and self‐assessment." Innovations in Education and Teaching International 41, no. 3 (August 2004): 273–90. http://dx.doi.org/10.1080/14703290410001733294.
Повний текст джерела
25
Matthewman, Lisa, Jenni Nowlan, and Katriina Hyvönen. "Reciprocal peer coaching: A constructivist methodology for enhancing formative assessment strategy in tertiary education." International Coaching Psychology Review 13, no. 1 (2018): 35–47. http://dx.doi.org/10.53841/bpsicpr.2018.13.1.35.
Повний текст джерелаАнотація:
Reciprocal peer coaching (RPC) as a form of peer-assisted learning has an important part to play in formative assessment strategy. The primary objective of this article is to evaluate the effective use of RPC as a formative assessment strategy. A multi-method phenomenological research design was employed using purposive sampling. Seventy students completed a qualitative focused questionnaire survey asking them to reflect on their experiences of reciprocal peer-coaching relationships. Content analysis of student perceptions resulted in the emergence of key themes including; RPC relationship process, the learning process and cognitive skills development. Powerful learning gains were reported by participants, and were characteristic of a successful RPC relationships. Overall the RPC relationship can greatly enhance deep level learning and aid the transfer of theory into practice to inform academic debate on the use of constructivist methodology for enhancing the use of formative assessment strategy within undergraduate business education.
26
Topping, K. J., E. F. Smith, I. Swanson, and A. Elliot. "Formative Peer Assessment of Academic Writing Between Postgraduate Students." Assessment & Evaluation in Higher Education 25, no. 2 (June 2000): 149–69. http://dx.doi.org/10.1080/713611428.
Повний текст джерела
27
Carotenuto, Gemma, Cristina Coppola, Michele Fiorentino, Antonella Montone, and George Santi. "The role of peer-review workshops in prospective teacher training." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2023): 188–203. http://dx.doi.org/10.3280/ess1-2023oa15307.
Повний текст джерелаАнотація:
In this paper we present a model for formative assessment based on peer-review workshops on MOODLE, designed by researchers of te University of Salerno and the University of Torino. The model has been implemented in the Mathematics and Mathematics education courses in Primary Education at the University of Torino. The peer-review workshops are intended to pursue the following objectives: (1) strengthening the argumentative skills of prospective teachers to direct them towards a relational view of mathematics; (2) provide them with models of formative assessment rooted in peer-review feedback managed by the university lecturer. We present an example of peer-review that intertwines effective feed-back with a relational understanding of mathematical thinking.
28
Swithenby, Stephen J. "Formative assessment in science teaching." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 73–75. http://dx.doi.org/10.29311/ndtps.v0i2.439.
Повний текст джерелаАнотація:
The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessment changes achieved demonstrate that the approach of a framework based analysis and careful evaluation can be successful in improving the student experience. I will summarise some of the main conclusions of the project. One concerns the creation of written feedback that promotes learning rather than merely justifying marks. A second covers the effective use of peer assessment. Finally, I will outline the tools that the project has generated. These will remain available for others to undertake similar reform activities.
29
Đurinić, Amadea, Ines Hraste, and Ante Kolak. "Pupils' attitudes to formative assessment in sciences class." Školski vjesnik 71, no. 1 (2022): 52–69. http://dx.doi.org/10.38003/sv.71.1.13.
Повний текст джерелаАнотація:
This paper discusses formative assessment in Sciences class, which integrates the knowledge of natural and social sciences. In formative assessment there are two different assessment processes – assessment for learning and assessment as learning. Both approaches value the idea of students’ individual progress, and they have a pedocentric orientation. The paper focuses on assessment techniques used in class, which is operationalised in the empirical section of the paper. We established a hierarchical structure of offered techniques according to the criterium of usefulness. The students expressed their views on the process of self-evaluation and peer-evaluation in four dimensions (liking, difficulty, help with learning and discomfort). The approach to research is quantitative. The results show that the techniques we can find at the bottom of the hierarchy are the techniques which require a more complex cognitive deliberation. There is a positive attitude towards self-evaluation and peer-evaluation. In establishing the difference between attitudes in the dimension of help with learning there is a lack of recognition of the potential of peer-evaluation. This paper confirms the importance of formative assessment and points to the need for further research.
30
A.B. Hassan, Osama. "The role of peer-learning and formative assessment in effective engineering learning environments." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 285–94. http://dx.doi.org/10.1108/jarhe-04-2013-0015.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models. Design/methodology/approach – It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course. Findings – The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. Research limitations/implications – The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models. Practical implications – The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning. Social implications – Increase the effectiveness of learning in engineering education. Originality/value – Case study based on observation and planning.
31
Hoffman, Bobby. "The influence of peer assessment training on assessment knowledge and reflective writing skill." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 863–75. http://dx.doi.org/10.1108/jarhe-01-2019-0004.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza. Design/methodology/approach Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing samples. Findings No significant increases were observed in student assessment knowledge when participating in peer-assessment training. Comparison of matched participant samples revealed that after controlling for existing writing skill, students participating in PA graded reflective writing assignments significantly lower than instructor-graded assessments from students not afforded peer-assessment participation. Research limitations/implications No distinction was made on the relative influence of giving or receiving PA influenced performance on the outcome measures. Second, students making multiple revisions based on feedback were not analyzed. Third, the Expertiza system does not control for the number of reviews performed, thus differential weighting of assessment outcomes may be realized unless all students submit and perform the same number of assessments. Finally, in absence of any qualitative analysis as to what factors students consider when grading writing samples, it is unknown as to how individual difference factors or adherence to scoring rubrics may have influenced the obtained results. Practical implications Students may be reticent evaluating peers or utilize grading criteria beyond the mandatory evaluation rubrics. Clear distinctions should be provided to students indicating how instructional content aligns with skills needed to conduct assessment. Training that addresses the theoretical and transactional components of PA are important, but teachers should recognize that when developing assessment skills learners undergo a developmental catharsis related to building trust and establishing a secure and comfortable identity as an assessor. Peer review systems should quantify the relative contribution of each reviewer through the measurement of frequency, timeliness and accuracy of the feedback, compared with instructor standards/evaluations. Originality/value This paper reduces the gap in the literature concerning how PA evolves over time and identifies factors related to the etiology of the peer-review process. In addition, the paper reveals new information regarding the calibration between instructor and peer evaluations.
32
Çetin Köroğlu, Zeynep. "Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills." GIST – Education and Learning Research Journal, no. 22 (June 23, 2021): 103–23. http://dx.doi.org/10.26817/16925777.1001.
Повний текст джерелаАнотація:
As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.
33
Perry, Marcia, Andrew Linn, Brendan W. Munzer, Laura Hopson, Ambrosya Amlong, Michael Cole, and Sally A. Santen. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (February 1, 2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.
Повний текст джерелаАнотація:
ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.
34
Amoako, Isaac. "FORMATIVE ASSESSMENT PRACTICES AMONG DISTANCE EDUCATION TUTORS IN GHANA." African Journal of Teacher Education 7, no. 3 (November 1, 2018): 22–36. http://dx.doi.org/10.21083/ajote.v7i3.4325.
Повний текст джерелаАнотація:
This study examines formative assessment procedures commonly used by Distance Education tutors’ during facilitation of the course model content. A descriptive survey research design was employed for the study. Census method was used in selecting the study respondents (tutors’) who were hundred and fifty (150) in number. Self-developed questionnaire was used for the data collection after it has been pilot tested for its refinement. The study revealed that ‘observation’, ‘oral questioning’, ‘peer-assessment’, ‘student self-assessment’ and ‘tutor made test’ are the current formative assessment practices of course tutors of on-site Distance Education in Ghana. It was recommended that tutors must use a wide range of formative assessment practices and not to cling on a single one. Unique student characteristics warrant the use of multiple formative assessment technique.
35
Bray, Wendy S., Jillian D. Johnson, Nancy Rivera, Lee-Ann Fink, Charity Bauduin, and Robert C. Schoen. "Unlocking Mathematical Understanding Together through FACT Meetings." Teaching Children Mathematics 25, no. 6 (April 2019): 370–77. http://dx.doi.org/10.5951/teacchilmath.25.6.0370.
Повний текст джерела
36
Kaya-Capocci, Sila, Michael O’Leary, and Eamon Costello. "Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education." Education Sciences 12, no. 11 (November 17, 2022): 823. http://dx.doi.org/10.3390/educsci12110823.
Повний текст джерелаАнотація:
This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell grid comprising 4 key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with 3 functionalities of technology (sending and displaying, processing and analysing, and interactive environments). These functionalities of technologies are used as the basis to integrate digital tools into formative assessment for effective teaching and learning processes. For each cell in the grid, an exemplary digital formative assessment practice is described. This paper highlights the framework’s potential for enhancing the practice of digital formative assessment and its significance in light of the ongoing digital transformation. This paper concludes with suggesting a programme of research that might be undertaken to evaluate its utility and impact in higher education contexts.
37
Prins, Frans J., Dominique M. A. Sluijsmans, Paul A. Kirschner, and Jan‐Willem Strijbos. "Formative peer assessment in a CSCL environment: a case study." Assessment & Evaluation in Higher Education 30, no. 4 (August 2005): 417–44. http://dx.doi.org/10.1080/02602930500099219.
Повний текст джерела
38
Snowball, Jen D., and Markus Mostert. "Dancing with the devil: formative peer assessment and academic performance." Higher Education Research & Development 32, no. 4 (August 2013): 646–59. http://dx.doi.org/10.1080/07294360.2012.705262.
Повний текст джерела
39
Daukšaitė-Kolpakovienė, Aurelija, and Nemira Mačianskienė. "Peer Assessment of Oral Presentations in EFL Classes: Assessors’ View." Pedagogika 150, no. 2 (August 3, 2023): 102–18. http://dx.doi.org/10.15823/p.2023.150.6.
Повний текст джерелаАнотація:
The study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.
40
Sumaharani, Ni Ketut Yuni, Luh Putu Artini, and Ni Nyoman Padmadewi. "The Implementation of Using Formative Assessment on Student Speaking Skills During Online Learning." Journey: Journal of English Language and Pedagogy 6, no. 2 (July 25, 2023): 448–57. http://dx.doi.org/10.33503/journey.v6i2.3201.
Повний текст джерелаАнотація:
This study aims to analyse the teacher's perception of online formative assessment of student's speaking skills and to know the teacher's implementation of online formative assessment. This study used a mixed-method research approach. The subjects in this study were three English teachers at Mahasaraswati Denpasar University who implemented online formative assessments. The data was collected through observation, interviews via WhatsApp chat, and close-ended questionnaires. The result showed that the teacher positively perceived online formative assessment regarding peer collaboration of student tests and enhancing test material. The teacher could help the students identify strengths and weaknesses in their speaking skills to improve their speaking performance. However, teachers have faced challenges in assessing online, such as students' ability to assess their attitude optimally, a lack of teacher technology knowledge, and time consumption when assessing numerous students. The study's implication is to provide teachers with an understanding of how to conduct formative speaking assessments in online classrooms without dismissing the character of formative assessment and preparation.
41
Bahati, Bernard, Uno Fors, Preben Hansen, Jalal Nouri, and Evode Mukama. "Measuring Learner Satisfaction with Formative e-Assessment Strategies." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (April 11, 2019): 61. http://dx.doi.org/10.3991/ijet.v14i07.9120.
Повний текст джерелаАнотація:
The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.
42
Ketonen, Laura, Markus Hähkiöniemi, Pasi Nieminen, and Jouni Viiri. "Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom." International Journal of Science and Mathematics Education 18, no. 8 (January 2, 2020): 1465–84. http://dx.doi.org/10.1007/s10763-019-10030-3.
Повний текст джерелаАнотація:
AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.
43
Muho, Anita, and Gentjana Taraj. "Impact of Formative Assessment Practices on Student Motivation for Learning the English Language." International Journal of Education and Practice 10, no. 1 (January 10, 2022): 25–41. http://dx.doi.org/10.18488/61.v10i1.2842.
Повний текст джерелаАнотація:
This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.
44
CHEN, Qionglu. "Action Research on the Effect of Formative Assessment on the Oral Presentation of Business English Majors." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 1 (March 31, 2022): 091–101. http://dx.doi.org/10.53789/j.1653-0465.2022.0201.011.
Повний текст джерелаАнотація:
Formative assessment, as a developmental assessment, is widely used in teaching activities. Through four rounds of action research, the author conducts empirical research by means of questionnaires, interviews, scale, and other ways. Through the form of teacher intervention in the classroom, the author explores the impact of formative assessment on the oral presentation of core competence of Business English Majors (language expression, public speech, critical thinking, business knowledge, and information technology) by a variety of formative assessment methods such as self-assessment, peer-assessment, teacher assessment, and online learning growth portfolio to see whether the training can work, and which dimension has been improved the most. The author finds that the student’s performance has significantly improved in all five dimensions.
45
Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson, and Elisabeth Carlson. "Formative peer assessment in healthcare education programmes: protocol for a scoping review." BMJ Open 8, no. 11 (November 2018): e025055. http://dx.doi.org/10.1136/bmjopen-2018-025055.
Повний текст джерелаАнотація:
IntroductionIn formative peer assessment, the students give and receive feedback from each other and expand their knowledge in a social context of interaction and collaboration. The ability to collaborate and communicate are essential parts of the healthcare professionals’ competence and delivery of safe patient care. Thereby, it is of utmost importance to support students with activities fostering these competences during their healthcare education. The aim of the scoping review is to compile research on peer assessment presented in healthcare education programmes, focusing formative assessment. The result of the scoping review will form the basis for developing and conducting an intervention focusing collaborative learning and peer assessment in a healthcare education programme.Methods and analysisThe scoping review will be conducted by using the framework presented by Arksey & O’Malley and Levac et al. The primary research question is: How are formative peer assessment interventions delivered in healthcare education? The literature search will be conducted in the peer-reviewed databases PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre between September and December 2018. Additional search will be performed in Google Scholar, hand-searching of reference lists of included studies and Libsearch for identification of grey literature. Two researchers will independently screen title and abstract. Full-text articles will be screened by three researchers using a charting form. Studies meeting the inclusion criteria will be critically evaluated using the Critical Appraisal Skills Programme. A flow diagram will present the included and excluded studies. A narrative synthesis will be conducted by using thematic analysis as presented by Braun and Clarke. The findings will be presented under thematic headings using a summary table. To enhance validity, stakeholders from healthcare education programmes and healthcare institutions will be provided with an overview of the preliminary results.Ethics and disseminationResearch ethics approval is not required for the scoping review.
46
Ogange, Betty Obura, John Agak, Kevin Odhiambo Okelo, and Peter Kiprotich. "Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment." Open Praxis 10, no. 1 (February 22, 2018): 29. http://dx.doi.org/10.5944/openpraxis.10.1.705.
Повний текст джерелаАнотація:
Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.
47
Alshammari, Alya. "Promoting Saudi University Students’ Experience Through Peer Assessment Practice." Theory and Practice in Language Studies 14, no. 8 (August 9, 2024): 2484–90. http://dx.doi.org/10.17507/tpls.1408.21.
Повний текст джерелаАнотація:
Peer assessment (PA) has received growing attention recently due to its great impact on students’ autonomy and growth (Bryant & Carless, 2010; Patri, 2002). It requires students to be critical in evaluating their peers’ performance, engage in a discussion about their work, and eventually make improvements. This activity helps to create a collaborative learning environment. Despite being of such importance, peer assessment has still been overlooked by many university teachers, who remain hesitant to put it into practice. Therefore, this study seeks to investigate, through the perceptions of undergraduate applied linguistics students, the contribution and efficiency of using PA in enhancing the student’s learning experience and skills. The researcher implemented PA practice in the classroom in which 16 university-level Saudi female students were asked to assess other students’ tasks and then to write a reflection about their own experience in the PA practice and how it influenced their performance in the course of digital linguistics. The data analysis revealed that students’ participation in the PA significantly promotes students’ classroom engagement and improves their critical thinking, writing, and analysis skills. The study concludes with suggestions for effectively applying peer evaluation practices in different university courses.
48
Kristiani, Putu Enik. "Formative Assessment Practices in Online Learning for Assessing the Junior High School Students’ Reading Comprehension." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 356–70. http://dx.doi.org/10.24256/ideas.v10i1.2665.
Повний текст джерелаАнотація:
The development of students’ reading comprehension can be reached by implementing formative assessment during the reading instruction so that the teachers are able to monitor students’ reading comprehension progress and make a development. Due to the Covid-19 Pandemic, the teachers faced a new learning situation namely online learning. However, conducting formative assessment for assessing students’ reading comprehension has to be conducted constantly. Therefore, this study aimed to investigate the formative assessments practices by the teachers for assessing students’ reading comprehension in online learning, include the plan and its implementations. The implementations of FA were gained from teachers’ point of view. The study involved four junior high school English teachers at SMPN 7 Denpasar. The design of the study was qualitative study. The data were collected by using three methods namely document analysis, survey, and interview. The result of the study showed that there were several formative assessment methods that were planned and implemented by teachers. Those methods were categorized into self-assessment, peer-assessment, teacher-feedback, sharing an understanding of formative assessment goals, and varied assessment methods.
49
Stepanova, Natalia A. "A model of formative assessment for foreign language teaching in a secondary school." Tambov University Review. Series: Humanities, no. 191 (2021): 152–59. http://dx.doi.org/10.20310/1810-0201-2021-26-191-152-159.
Повний текст джерелаАнотація:
We develop and present a model of formative assessment. The analysis of official educational requirements and existing models is carried out. Further, we compare some of the existing models of formative assessment presented by domestic and foreign authors. Then we develop our own model of formative assessment for foreign language teaching in a secondary school on the base of Spotlight course. The model is developed as a supplementary tool for the assessment model designed by the authors of the course. The main purpose of the model is to involve students in the process of assessment and make them active agents of their own learning. The model consists of the following stages: learning aims delivery and sharing, students’ self and peer assessment, formative feedback, given by a teacher and reflection. Each stage assumes use of certain assess-ment tools. They are: checklists, headings, Forms of comparative assessment, Map of differen-tiated assessment, Achievement Tree and a learning diary.
50
Samad, Karsharif, Nelson Julhamid, and Masnona Asiri. "Impact of formative assessment in improving writing skills in English as a second language among selected senior high school in Sulu." Journal of Education and Academic Settings 1, no. 1 (May 19, 2024): 1–16. http://dx.doi.org/10.62596/2jqpec61.
Повний текст джерелаАнотація:
This descriptive-correlational study examined the impact of formative assessment on English as a second language writing skills in public senior high schools in Sulu during the School Year 2023-2024 using 100 samples taken through non-probability sampling via purposive sampling. It used weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's and found the following:1) Of the 100 student-respondents, mostly male, 19–20 years old, enrolled in GAS strand, whose parents have elementary education and monthly incomes of 10,000 or less; 2) Formative assessment improved English writing skills on average; 3) Besides age, gender, strand, parent's educational attainment, and parent's average monthly income significantly moderate how senior high school students evaluate formative assessment's impact on English writing skills. The impact of formative assessment on English writing skills is perceived differently by student-respondents in different strands. ABM students perceive Writing Skill Development better, TVL students’ perception Teacher Feedback and Guidance, and HUMMS students’ perception Peer Interaction and Collaboration. Whereas, Student-respondents whose parent's average monthly income is within 10,000-15,000 are better perceivers of Writing Skill Development, Teacher Feedback & Guidance, and Peer Interaction & Collaboration; 4) Senior high school students in Sulu who perceived formative assessment as improving English writing skills as Agree or with High Extent are very similar; In ESL writing, this approach states that students learn from their own experiences, others, and their surroundings.