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Article
Publication date: 2 September 2014

Osama A.B. Hassan

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…

Abstract

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.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 23 October 2020

Ben Alexander, Sean Owen and Cliff B. Thames

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit…

1085

Abstract

Purpose

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.

Design/methodology/approach

This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.

Findings

The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.

Originality/value

These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

Details

Asian Association of Open Universities Journal, vol. 15 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 4 May 2012

Liz Hollingworth

The focus of this research is to understand the role of the district superintendent, the building principal, and the school leadership team of classroom teachers as…

2808

Abstract

Purpose

The focus of this research is to understand the role of the district superintendent, the building principal, and the school leadership team of classroom teachers as catalysts for innovation in instruction and classroom assessment. School characteristics and structures designed to specifically support professional learning communities are to be analyzed, and the responsibility teachers take for student learning using formative assessment is evaluated.

Design/methodology/approach

The setting for the study is a small, Midwestern high school in the USA. The high school has a staff of 38 teachers, 15 of whom are on the Formative Assessment Building Leadership Team. The high school principal and district superintendent also participated in the study. The study took the form of a qualitative case study. The data sources were transcripts and artifacts from eight months of interviews, and building‐wide teacher meetings. Professional development inservices were also analyzed.

Findings

The principal served as a catalyst for building teacher knowledge and implementation of formative assessment practices. The success of the change initiative hinged on relationships between teachers and school leaders. Teachers used assessment in the service of student learning.

Research limitations/implications

Because this is a case study, the findings themselves are not designed to be generalizable to other contexts.

Practical implications

Understanding the role school leadership will play in the implementation of a new State‐wide policy initiative for curriculum improvement is critical to uncovering the capacity required for formative assessment to be successfully implemented on a large scale.

Social implications

There has been research in the field of educational measurement in the past few years on the use of formative assessments to raise standards of achievement and to lead to higher quality learning. This is an analysis of the complex dynamic between school leaders and teachers in the service of implementing assessment for learning.

Originality/value

The implementation of formative assessment on a large scale is a concern not only in the State in this research study, but in schools around the country. An exploration of the leadership capacity needed to originate and sustain this school improvement initiative is novel to the field.

Details

Journal of Educational Administration, vol. 50 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 28 March 2012

Kathleen Wilson and Robert Calfee

Purpose – To provide pre-service and in-service teachers with a framework for using formative assessments to inform their literacy instructional practices.…

Abstract

Purpose – To provide pre-service and in-service teachers with a framework for using formative assessments to inform their literacy instructional practices.

Design/methodology/approach – Assessment as inquiry is a cyclical problem-solving stance that can be applied to instructional decision making in the classroom.

Findings – Teachers are urged to keep six design features in mind when creating formative assessments and analyzing the data gathered from them.

Practical Implications – This chapter is a helpful resource for teachers when evaluating their uses and analysis of classroom literacy assessments.

Originality/value – Teachers who apply the information in the chapter will gain a deeper understanding of each student's developing levels of literacy knowledge, skills, strategies, and dispositions. This information will facilitate a teacher's ability to better meet the needs of all students in his or her classroom.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Article
Publication date: 15 February 2011

Michelle Kathleen Dunaway and Michael Teague Orblych

This paper aims to describe the use of a pre‐assessment exercise and in‐session assessment questions to determine graduate students' existing information literacy skills…

4673

Abstract

Purpose

This paper aims to describe the use of a pre‐assessment exercise and in‐session assessment questions to determine graduate students' existing information literacy skills and to adjust the content of the instruction session accordingly. The paper seeks to propose that the use of assessments to inform instruction increases the practicality of research instruction. The use of formative assessment creates effective information literacy instruction by acknowledging variation in information literacy skills among students.

Design/methodology/approach

A librarian partnered with a faculty member to create instruction sessions for graduate level business courses. An open‐ended pre‐assessment exercise was administered prior to the session, and students' responses were used to determine the content of the instruction session. Assessment questions administered during the session provided the librarian with a measure of the effect of the pre‐assessment exercise on students' information literacy skills, and provided students with feedback regarding their individual information literacy and engaged students in the learning process.

Findings

The pre‐assessment exercise and the session assessment questions together created an instruction session that included content that was appropriate for the students in each session. Therefore, these information literacy instruction sessions were more practical and beneficial to the students than sessions based on pre‐determined content.

Research limitations/implications

The paper presents a conceptual approach to the design of research instruction sessions rather than extensive empirical analysis of data. Therefore, the essay addresses the need for quantitative measures of the impact of formative assessment on students' information literacy skills.

Originality/value

The process of formative assessment has not been applied to one‐shot information literacy instruction sessions.

Details

Reference Services Review, vol. 39 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 21 March 2019

Po Yuk Ko

Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom…

Abstract

Purpose

Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom. This paper, with a case study, explores how an action research activity, learning study, helps a group of teachers in Hong Kong transcend some assessment boundaries and develop assessment tools that are more conducive for student’s learning. As guided by variation theory, a distinctive feature of learning study is its intensive use of formative assessment tools, including pre- and post-tests and interviews with students, to provide feedback to teaching and evidence of learning. The purpose of this paper is to investigate how teachers learn to use the formative assessment tools to overcome practical problems in teaching and improve their instruction.

Design/methodology/approach

A case study was conducted. Data collected included field notes on classroom observations, records of meetings, students’ interviews and students’ writings in both pre- and post-tests. The general framework for qualitative data analysis by Miles and Huberman (1994) guided the data analysis process with the foci on the change in teachers’ perceptions and improvement of their skills in adopting formative assessment tools.

Findings

Although the initial aim of conducting learning study was examination-driven, i.e., to improve the students’ performance in an external examination, it became evident over time that teachers participating in the inquiry process had gained a better understanding of making use of the assessment results as feedback to improve student learning and their instruction. This constituted an ideal case for studying the learning process of the teachers as they practiced AfL and transcend some conventional assessment boundaries in an authentic classroom situation.

Originality/value

This is one of the scarce studies, which demonstrates how the assessment elements of learning study, i.e. pre/post tests and student interviews, can be integrated into the working practice of teachers as a form of AfL and become an integral aspect of classroom practice.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 30 September 2020

Thomas DeVere Wolsey

Purpose: This chapter provides a working definition of formative assessment and explores methods and tools in the context of “What’s Hot in Literacy Instruction?” and what…

Abstract

Purpose: This chapter provides a working definition of formative assessment and explores methods and tools in the context of “What’s Hot in Literacy Instruction?” and what is new.

Design: Formative assessment is largely understood as assessment for learning, but it is not always clear what the relationship of assessment for learning is to instruction. A metaphor is provided to demonstrate how formative assessment, instruction, checking for understanding, and feedback are interrelated. Underutilized formative assessment tools are suggested.

Findings: The author discusses how the analysis of student work can help teachers refine their instruction. Tools and approaches including gamification, social media memes, and alternatives to traditional rubrics are explained and demonstrated.

Practical Implications: By expanding the definition of formative assessment to include new or untried approaches, teachers can more precisely guide students as they learn.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

Keywords

Book part
Publication date: 19 April 2018

Peter J. Shaw

To meet the needs of the professional environment sector, environmental science graduates need to be suitably equipped in terms of their knowledge, understanding, and…

Abstract

To meet the needs of the professional environment sector, environmental science graduates need to be suitably equipped in terms of their knowledge, understanding, and skills. At the University of Southampton, the first-year module Environmental Science: Concepts and Communication aids students in their journey into Environmental Science by preparing them to face the challenges of university study and beyond. This module thus engages students in independent learning and provides them with opportunities to develop and enhance the skills necessary to do so. Formative and student-led activities and tasks are considered important tools to achieve this aim. This review provides an overview of selected formative and student-led activities with focus on methods and approaches, values and benefits, and the practicalities of delivery. Three assessments are reviewed: a practice essay, a communication exercise, and a practice presentation. The intended benefits and value of these assessments are (1) engagement with environmental issues and topics and (2) development and enhancement of study skills. The value of such work is only realized, however, with student engagement. Delivering this module has demonstrated that formative elements are most effective when orientated to tutor group activities. Motivation for engagement appears most effective when the visibility – or absence – of students’ work is brought to the foreground through working in small groups. There is added value in that the collation and sharing of feedback within a small group permits students to learn not only from their own work but also from their peers.

Details

Active Learning Strategies in Higher Education
Type: Book
ISBN: 978-1-78714-488-0

Keywords

Book part
Publication date: 11 August 2021

Shannon Stuart and Tia Schultz

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative…

Abstract

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment supports presented in this chapter because each support addresses more than one characteristic or need.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Article
Publication date: 3 January 2017

Viet Anh Nguyen

The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology…

Abstract

Purpose

The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology support in the form of formative assessment in students’ positive learning.

Design/methodology/approach

This research proposed an assessment-centred BL framework at the course level to support formative assessment in students by designing a variety of online learning activities combined with e-assessment tools of learning management system (LMS) to analyse and evaluate the impact of the technology application in the form of formative assessment student learning initiative. The author has tested this model in five years with more than 200 courses.

Findings

Experimental results have shown that formative assessment evaluation form is more efficient when supported by technology such as LMS.

Originality/value

This research proposed an assessment-centred BL framework at the course level by using LMS tools combined with traditional teaching.

Details

The International Journal of Information and Learning Technology, vol. 34 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

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