Influence of Online Formative Assessment Upon Student Learning in Biomedical Science Courses

2004 ◽  
Vol 68 (6) ◽  
pp. 656-659 ◽  
Author(s):  
Byron L. Olson ◽  
James L. McDonald
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Biomedical Science ◽  
Science Courses ◽  
Online Formative Assessment

Online Assessment in the K-12 Classroom

2011 ◽  
pp. 181-195
Author(s):  
Jacqueline B. Shrago ◽  
Michael K. Smith
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Large Scale ◽  
National Level ◽  
Online Assessment ◽  
Large Scale Assessment ◽  
Teachers And Students ◽  
Online Formative Assessment ◽  
Improving Student Learning ◽  
K 12

ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year state and national summative assessments. Four aspects of the ThinkLink system are discussed in this chapter: (a) how online formative assessment can help improve student learning on standards tested at a state or national level, (b) the advantages and disadvantages of using online assessment, (c) three case studies that demonstrate the predictive validity of this system and its use in improving student learning, and (d) future trends in the use of online assessment and directions in measuring student learning on standardized tests. In general, ThinkLink Learning has pioneered online solutions to large-scale assessment problems.

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 Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

Designing and Evaluating Technology-Based Formative Assessments

2019 ◽  
pp. 222-244
Author(s):  
Emtinan Alqurashi ◽  
Ariel R. Siegelman
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Bloom's Taxonomy ◽  
Formative Assessments ◽  
Learning Goals ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Technology Tool ◽  
Improve Student Learning

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

Using Feedback on Formative Assessment to Support Student Learning and Improve the Curriculum for Material in a Civil Engineering Module

2019 ◽  
pp. 165-179
Author(s):  
Jonathan Oti
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Quantitative Data ◽  
Civil Engineering ◽  
Formative Feedback ◽  
Laboratory Report ◽  
And Performance

This chapter reports on the potential of using formative feedback on assessment to support student learning and improve the curriculum for material in a civil engineering module. Under this study, when the students were given the feedback of their assessment on a piece of coursework, they were asked to repeat the coursework taking on board all the comments and feedback provided by the lecturer in exchange for a better mark. The overall result from the quantitative data suggests that students overwhelmingly took the corrections on board and submitted a more improved laboratory report in order to have an improved mark. The students enjoyed the praise, progress, and critique comments on their feedback sheet. Their understanding of the module grew, and their motivation and performance increased. Generalized comments like referencing and citations unified the entire curriculum.

Self-Assessment in Building Online Communities of Learning

2009 ◽  
pp. 431-443 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Student Learning ◽  
Learning Theories ◽  
Self Assessment ◽  
Online Learning Communities ◽  
Advance Student ◽  
Assessment Techniques ◽  
Evaluation Of Learning ◽  
Goals And Objectives

The incorporation of self-assessment techniques and opportunities within the online learning process can enhance student learning and support the development of self-directed learners. Formative assessment (evaluation of learning in process) enables students to take ownership of their learning and to also evaluate their learning in relationship to required course goals and objectives. Formative assessment use within online learning communities works to create strong communities of practice (student learning in relationship with peers); a constructivist orientation towards learning. Accountability for learning in conjunction with peers can support and advance student learning experiences, encourage active engagement, and provide authentic experiences that advance students’ understanding of their own developmental framework and the transformative nature of learning theories.

Undergraduate Student Learning Gains and Satisfaction in Online and In-Person Animal Science Courses

2017 ◽  
Vol 46 (1) ◽  
pp. nse2017.02.0003
Author(s):  
Abby E. Neu ◽  
Marshall D. Stern ◽  
Krishona L. Martinson
Keyword(s):  
Student Learning ◽  
Undergraduate Student ◽  
Learning Gains ◽  
Animal Science ◽  
Science Courses
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