Video podcast and illustrated text feedback in a web-based formative assessment environment

2017 ◽  
Vol 26 (2) ◽  
pp. 187-202 ◽  
Author(s):  
Emilio Letón ◽  
Elisa M. Molanes-López ◽  
Manuel Luque ◽  
Ricardo Conejo
Keyword(s):  
Formative Assessment ◽  
Web Based ◽  
Illustrated Text ◽  
Video Podcast ◽  
Assessment Environment

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals Post-Learning Cycle, a Web-Based Formative Assessment Model on Physics Learning Temperature and Heat Matter

2020 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Ediyanto Ediyanto
Keyword(s):  
Formative Assessment ◽  
Student Learning Outcomes ◽  
Assessment Model ◽  
Learning Cycle ◽  
School Students ◽  
Initial Product ◽  
Web Based ◽  
Learning Stage ◽  
Teachers And Students ◽  
Three Stages

Web-based formative assessment model in the current study divided into three cycles of a pre-learning cycle, learning cycle, and post-learning cycle. Previous research in the pre-learning stage, web-based formative assessment models can provide feedback quickly and can improve students' understanding of concepts. The current study develops the post-learning cycle, a web-based formative assessment model in physics specifically for heat and temperature materials in vocational school students grade X. The present study is used in the research and development method. Post-learning cycle, a web-based formative assessment model developed with six stages: 1) the collection of information and drafting, 2) planning, 3) establish initial product, 4) validate the initial product, 5) revisions, and 6) trial in the field. As a result, the post-learning cycle, a Web-Based formative assessment model is divided into three stages: diagnostic test, recording, and feedback. Based on trial results, it was found that the post-learning cycle, a web-based formative assessment model can help teachers and students to get quick feedback. Rapid feedback can help students to gain an understanding of the concept quickly and can help teachers to find students so that problems can be solved promptly. This formative assessment model can be used as a tool for assessment and evaluation of the achievement of student learning outcomes. In the future, a post-learning cycle, a Web-Based formative assessment model, can be used for learning other than physics.

Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning

2006 ◽  
Vol 22 (3) ◽  
pp. 207-217 ◽  
Author(s):  
K.H. Wang ◽  
T.H. Wang ◽  
W. L. Wang ◽  
S. C. Huang
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Formative Assessment ◽  
Web Based ◽  
Assessment Strategy ◽  
Web Based Learning

Understanding Web-Based Peer Assessment in Teacher Education

2020 ◽  
pp. 245-260
Author(s):  
Xiongyi Liu ◽  
Lan Li ◽  
Patrick Wachira
Keyword(s):  
Teacher Education ◽  
Formative Assessment ◽  
Student Learning ◽  
Empirical Research ◽  
Teacher Educators ◽  
Peer Assessment ◽  
Education Students ◽  
Web Based ◽  
Assessment Strategy ◽  
Teacher Education Students

With the development of technology, web-based peer assessment has been increasingly used as an alternative, formative assessment strategy with great potential for student learning benefits. The purpose of this chapter is to synthesize a series of empirical research studies conducted by the authors to examine factors that can influence the effectiveness of web-based peer assessment with teacher education students. The findings of these studies are discussed within the larger context of general research in peer assessment. Implications are provided to better inform researchers and teacher educators about the use of web-based peer assessment and how it relates to teacher education students' ability to apply assessment criteria and their ability to take advantage of peer feedback.

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