Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

scholarly journals Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 97-123
Author(s):  
Dorothy DeWitt ◽  
Suet Fong Chan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Communicative Competence ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Intercultural Communicative Competence ◽  
Intercultural Communication Competence ◽  
Intercultural Exchange ◽  
Linguistic Backgrounds

Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were designed in a culturally integrated MFL module to investigate learners’ level of ICC in a selected Malaysian polytechnic. Methodology - The polytechnic was selected as cultural competency was incorporated in the MFL course. A design and developmental research was carried out to design formative assessment for ICC based on experts’ feedback. The assessment comprised Intercultural Discussion and Reflections, Cultural Discovery, Cultural Quizzes and an Intercultural Communicative Task. They were implemented to assess learners’ ICC. Findings - The results indicate that different forms of assessment were suitable for assessing the respective competences, and that multiple forms of formative assessment should be employed to assess and improve MFL learners’ ICC. Significance - Instructors in higher education could apply these forms of formative assessment to develop ICC among their MFL learners. The assessments could also be extended to intercultural communication competence development in other languages, which is important in a multicultural and globalized society.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

Assessment and Meta-Assessment

2019 ◽  
pp. 233-255 ◽  
Author(s):  
Nina Birnaz ◽  
Valeria Botezatu
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Formative Assessment ◽  
Training Program ◽  
Learning Process ◽  
Classical Model ◽  
Research Problem ◽  
Extended Model ◽  
Measurement Feedback ◽  
Assessment In Higher Education

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals Quality Assessment in Higher Education

2015 ◽  
Vol 50 ◽  
pp. 162-171
Author(s):  
Farzand Ali Sawand ◽  
Behram Ali Chandio ◽  
Muhammad Bilal ◽  
M. Rizwan Rasheed ◽  
M. Ali Raza ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Global Education ◽  
Educational Process ◽  
Teaching Methodologies ◽  
Ongoing Process ◽  
Assessment In Higher Education

This study aim’s to identify the significance of quality assessment in higher education and how assessment is valuable for the betterment of educational process and student learning. As assessment is ongoing process for setting standards of higher education and measuring the progress toward learning outcomes so this study helps us to determine the new teaching methodologies and which innovations are required in this era of global education competition.

scholarly journals Evaluación formativa y compartida en la universidad: clarifi- cación de conceptos y propuestas de intervención desde la Red Interuniversitaria de Evaluación Formativa

2017 ◽  
Vol 4 (1) ◽  
pp. 117 ◽  
Author(s):  
Víctor Manuel López Pastor
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Final Section ◽  
The State ◽  
Conceptual Clarification ◽  
The Third ◽  
European Area ◽  
Assessment In Higher Education ◽  
La Red ◽  
Terminological Confusion

Resumen: La finalidad de este trabajo es triple: (a)-realizar una introducción a la temática de la evaluación formativa y compartida en docencia universitaria y sus conexiones con el proceso de convergencia hacía el Espacio Europeo de Educación Superior (EEES); (b)-establecer una aclaración conceptual de los diferentes términos que se están utilizando actualmente en la literatura especializada en relación con la evaluación formativa y la participación del alumnado en la evaluación; (c)-realizar una breve introducción a la propuesta de Evaluación Formativa y Compartida en docencia universitaria que hemos desarrollado desde la Red. El contexto en el que se sitúa los trabajos de este monográfico es la Red de Evaluación Formativa y Compartida en docencia universitaria, su evolución y las diferentes líneas de innovación e investigación que está desarrollando desde hace seis años. En el primer apartado realizamos una introducción al tema y su conexión con el proceso de Convergencia hacía el EEES. En el segundo llevamos a cabo una aclaración conceptual y terminológica sobre evaluación formativa y compartida en la universidad; también explicamos la confusión que ha surgido en los últimos años y apuntamos una solución para superarla. En el tercer apartado analizamos el estado de la cuestión sobre evaluación formativa y compartida en la universidad, así como las evidencias encontradas hasta el momento sobre sus ventajas respecto a los modelos tradicionales. En el cuarto y último apartado presentamos, de forma resumida, una propuesta concreta y contrastada de evaluación formativa y compartida en la universidad que puede ser aplicada a cualquier contexto. Formative and shared assessment in higher education. Clarifying concepts and proposing interventions from the Formative and Shared Assessment Network Abstract: The purpose of this paper is threefold: (a)-making an introduction to the formative and shared assessment at Higher Education teaching and tracing its connections within the process of convergence towards the Higher Education European Area (HEEA), (b) - establishing a conceptual clarification of the different terms that are currently used in the literature in relation to the formative assessment and student participation in assessment, (c)- making a brief introduction to the proposal of Formative and Shared Assessment in Higher Education that we have developed from our Network. The monograph included in this issue is based on the Formative and Shared Assessment Network in Higher Education , and it shows the evolution and the different lines of innovation and research that participants have been developed for six years. In the first section of this paper an introduction of the Formative and Shared Assessment in Higher Education and its connection with the process of Convergence towards the HEEA is showed. In the second section we carry out a conceptual and terminological clarification on the Formative and Shared Assessment in Higher Education, suggesting some solutions for the terminological confusion on this issue that has arisen in recent years In the third section we analyze the state of the formative and shared assessment in Higher Education and the evidence found so far on its advantages regarding traditional models. In the fourth and final section we show a concrete proposal of formative and shared assessment in higher education that has been proved within our Network and which could be applied to other contexts.

Sign in / Sign up

Export Citation Format

Share Document