scholarly journals Time Saving Students’ Formative Assessment: Algorithm to Balance Number of Tasks and Result Reliability

2021 ◽  
Vol 11 (13) ◽  
pp. 6048
Author(s):  
Jaroslav Melesko ◽  
Simona Ramanauskaite
Keyword(s):  
Formative Assessment ◽  
Item Response ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Personalized Learning ◽  
Test Theory ◽  
Time Saving ◽  
Learning Path ◽  
Crucial Component

Feedback is a crucial component of effective, personalized learning, and is usually provided through formative assessment. Introducing formative assessment into a classroom can be challenging because of test creation complexity and the need to provide time for assessment. The newly proposed formative assessment algorithm uses multivariate Elo rating and multi-armed bandit approaches to solve these challenges. In the case study involving 106 students of the Cloud Computing course, the algorithm shows double learning path recommendation precision compared to classical test theory based assessment methods. The algorithm usage approaches item response theory benchmark precision with greatly reduced quiz length without the need for item difficulty calibration.

scholarly journals Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

2020 ◽  
Vol 18 (8) ◽  
pp. 1465-1484 ◽  
Author(s):  
Laura Ketonen ◽  
Markus Hähkiöniemi ◽  
Pasi Nieminen ◽  
Jouni Viiri
Keyword(s):  
Formative Assessment ◽  
Early Stage ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Data Sources ◽  
Constructive Feedback ◽  
Audio Recordings ◽  
Field Notes

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.

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

scholarly journals Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Zuwati Hasim ◽  
Shi Di ◽  
Roger Barnard
Keyword(s):  
Formative Assessment ◽  
Explicit Knowledge ◽  
Self Report ◽  
Primary School Teachers ◽  
School Based ◽  
Report Data ◽  
Alternative Approaches ◽  
The Difference ◽  
Self Report Data

Ministries of Education in many countries have adopted various forms of school-based assessment (SBA) to replace (for example, New Zealand) or complement (for example, England, Australia and Malaysia) more conventional forms of assessment such as tests and examinations. Central to these alternative approaches to SBA is formative assessment. In recent years, a body of research has been built investigating various aspects of SBA in Malaysia, but there has been a dearth of studies exploring what practising teachers believe and do regarding implementing formative assessment in their own classrooms. The present article reports some of the findings of a case study in which ten Malaysian primary school teachers of English were interviewed to identify the extent of their understanding of formative assessment and their reported practices of providing feedback in an SBA environment. Initially, the teachers revealed a general lack of understanding of the difference between formative and summative assessment. In such a situation, it would seem that the teachers are unready to implement SBA at the present stage, despite it having been mandated in Malaysian schools since 2011-12. However, later in the interview, they reported implementing various forms of feedback, some of which might be regarded as formative. There is a need, therefore, to differentiate between teachers’ explicit knowledge and their implicit understanding of matters such as formative feedback. The inherent limitations of self-report data emerging from interviews will be discussed and how these might be overcome.

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