Making Good Practice Common Using Computer-Aided Formative Assessment

2019 ◽  
pp. 31-47
Author(s):  
Shai Olsher
Keyword(s):  
Formative Assessment ◽  
Good Practice ◽  
Computer Aided

scholarly journals ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

2014 ◽  
Vol 58 (1) ◽  
pp. 39-52
Author(s):  
Deborah A. Chetcuti ◽  
Michael A. Buhagiar
Keyword(s):  
Teacher Education ◽  
Formative Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Research Question ◽  
Good Practice ◽  
Summative Assessment ◽  
Initial Teacher Education ◽  
Current View ◽  
Field Placement

The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education

scholarly journals Using Mentimeter to enhance learning and teaching in a large class

2020 ◽  
Author(s):  
Ma Mohin ◽  
Leonine Kunzwa ◽  
Sagar Patel
Keyword(s):  
Formative Assessment ◽  
Large Class ◽  
Classroom Environment ◽  
Positive Impact ◽  
Good Practice ◽  
Student Response ◽  
Assessment Model ◽  
Student Response System ◽  
Learning And Teaching ◽  
Response System

Mentimeter is a web-based Clicker, Audience Response System (ARS) or Student Response System (SRS) which allows students to answer digital questions using a mobile device. It has the potential to transform the classroom environment into a more interactive, engaging and inclusive one. In this paper, a brief literature review has been provided which addresses the benefits of using ARS including Mentimeter in a large class. Also, the mechanics behind how the workings of the Mentimeter, its features and applications have been evaluated, in order, to offer the instructors with the insights about using Mentimeter for their own practice. Finally, a case study has been explained where Mentimeter was used for the formative assessment. In the present study, a Mentimeter formative assessment model has been developed which can be implemented as a good practice in Higher Education (HE). A survey on perception of students about using Mentimeter has been assessed; from the results, it is evident that using Mentimeter has a positive impact on students’ attitude and performance, learning environment and technical aspects. These results will be further discussed by linking pedagogical theories and its benefits.

Computer Aided GD&T Advisor Based on Y14.5 Conformance and Good Practice

2001 ◽  
Author(s):  
Sanjay Ramaswamy ◽  
Jami J. Shah ◽  
Joseph K. Davidson
Keyword(s):  
Expert Systems ◽  
Reference Frames ◽  
Good Practice ◽  
Integrated System ◽  
Cad Systems ◽  
Design And Implementation ◽  
Dimensioning And Tolerancing ◽  
Computer Aided ◽  
Automatic Validation

Abstract Contemporary CAD systems support GD&T specifications simply as textual attributes which does not facilitate validation of dimensioning and tolerancing. The Y14.5 tolerance standard is quite complex and many engineers are not quite familiar with all this intricacies. A few expert systems have been developed for GD&T support but they typically focus on tolerance values and their cost consequences. This paper presents the design and implementation of an integrated system for specification and automatic validation of dimensioning and tolerancing schemes in conformance with Y14.5. The validation includes not only tolerance values but choice of datums and datum reference frames. Additionally, the GD&T specifications are checked against good practice rules. This paper also provides a compilation of such rules from a variety of sources.

scholarly journals Development of formal models of computer aided formative assessment to help learning the dynamics of rotation

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Baden Bagus
Keyword(s):  
Formative Assessment ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Formal Model ◽  
Rotational Dynamics ◽  
Formal Models ◽  
Multiple Choice Questions ◽  
Computer Aided ◽  
Quality Of Products ◽  
Development And Validation

The research objective is to produce a product that is a model of computer aided formal formative assessment on the rotational dynamics of matter, as well as measure the feasibility of a formal model of computer-aided formative assessment through the validation test. This study uses research design and development. The instrument used in the form of a questionnaire for the assessment validator and test the quality of products by users in limited testing. Validation activities include the validation of product development and validation of multiple choice questions as components of the product. Validation carried out by two lecturers and two teachers. Limited trial conducted on 10 students of class XI SMAN 1 Lawang. Type of research data includes quantitative data such as ratings and feedback validator students based on Likert scale, as well as qualitative data in the form of comments and suggestions provided by the validator. The results of the quantitative data analysis showed that the resulting product included in either category so that it does not require a significant revision. Based on qualitative data, the product has been revised based on the comments and suggestions validator. Products produced already is feasible but still requires further research and development, and trials are repeated so that more can be used in the rotational dynamics of learning materials.Key word: formative assessment, formative assessment formal models of computer aided

scholarly journals Effects of a change to more formative assessment among tertiary mathematics students

2020 ◽  
Vol 61 ◽  
pp. C255-C272
Author(s):  
Mary Ruth Freislich ◽  
A. Bowen-James
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
First Year ◽  
Mathematics Students ◽  
Web Based ◽  
Solo Taxonomy ◽  
University Of Technology ◽  
Computer Aided ◽  
Quality Of Learning

A change in teaching delivery at a large Australian university, from two semesters to three trimesters, was the occasion for using more formative assessment in a core first-year mathematics unit. This study compared evidence about learning outcomes for two cohorts in adjacent years. Cohort 1 was the last taught over a semester, and Cohort 2 the first taught over a trimester. There was no change in overall workload, and no change in the unit's total teaching hours, syllabus or materials. Assessments were changed for class tests during the teaching period by giving Cohort 2 access to unlimited practice and computer-assisted feedback on the questions in the test database, followed by doing the tests under examination conditions. For Cohort 2, a written assignment was also added, focused on giving a clear solution to a mathematics problem, and awareness of the need for appropriate evidence, both background and internal to the problem. Learning outcomes were compared using closely comparable tasks from the final examinations, and examining students' answers in the examination scripts. Outcomes were assessed by a method derived from the solo taxonomy, which afforded a common scale to measure the quality of learning outcomes observable in final examination scripts. Results on separate tasks, plus those for a composite score, favoured Cohort 2. The effect size for the composite score was 0.457. This indicates that the unlimited practice with computer feedback for class tests, and the writing assignment, were functioning as intended in promoting learning with understanding. References S. Bengmark, H. Thunberg, and T. M. Winberg. Success-factors in transition to university mathematics. Int. J. Math. Ed. Sci. Tech., 48(7):988–1001, 2017. doi:10.1080/0020739X.2017.1310311. J. B. Biggs and K. F. Collis. Evaluating the quality of learning: The SOLO taxonomy. Academic Press, New York, 1981. URL https://www.elsevier.com/books/evaluating-the-quality-of-learning/biggs/978-0-12-097552-5. A. Bowen-James. Perceptions of learning environments among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 2002. H. Chick, J. M. Watson, and K. F. Collis. Using the solo taxonomy for error analysis in mathematics. Res. Math. Ed. Aust., 1(1):34–47, 1988. M. R. Freislich. A comparison between the effects of Keller Plan instruction and traditional teaching methods on the structure of learning outcomes among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 1997. M. R. Freislich. The effects of Keller Plan instruction on the achievement and attitudes of tertiary mathematics students. Proc. Int. Conf. Teach. Math., Istanbul. 2006. M. Gill and M. Greenow. How effective is feedback in computer-aided assessment? Learn. Media Tech., 33(3):207–220, 2008. doi:10.1080/17439880802324145. J. Hannah, A. James, and P. Williams. Does computer-aided formative assessment improve learning outcomes? Int. J. Math. Ed. Sci. Tech., 45(2):269–281, 2014. doi:10.1080/0020739X.2013.822583. D. Harris and M. Pampaka. \T1\textquoteleft they [the lecturers] have to get through a certain amount in an hour\T1\textquoteright : first year students\T1\textquoteright problems with service mathematics lectures. Teach. Math. App., 35(3):144–158, 2016. doi:10.1093/teamat/hrw013. S. Higgins and M. Katsipataki. Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. Int. J. Math.. Res. Meth. Ed., 39(3):237–254, 2016. doi:10.1080/1743727X.2016.1166486. P. W. Hillock and R. N. Khan. A support learning programme for first-year mathematics. Int. J. Math. Ed. Sci. Tech., 50(7):24–29, 2019. doi:10.1080/0020739X.2019.1656830. A. Hodge, J. C. Richardson, and C. S. York. The impact of a web-based homework tool in university algebra courses on student learning and strategies. J. Online Learn. Teach., 5(4):618–629, 2009. URL https://jolt.merlot.org/vol5no4/hodge_1209.htm. D. Holton and D. Clarke. Scaffolding and metacognition. Int. J. Math. Ed. Sci. Tech., 37(2):127–143, 2006. doi:10.1080/00207390500285818. A. H. Jonsdottir, A. Bjornsdottir, and G. Stefansson. Difference in learning among students doing pen-and-paper homework compared to web-based homework in an introductory statistics course. J. Stat. Ed., 25(1):12–20, 2017. doi:10.1080/10691898.2017.1291289. M. McAlinden and A. Noyes. Mathematics in the disciplines at the transition to university. Teach. Math. App., 38(2):61–73, 2019. doi:10.1093/teamat/hry004. J. Nicholas, L. Poladian, J. Mack, and R. Wilson. Mathematics preparation for university: entry pathways and their effect on performance in first year mathematics and science subjects. Int. J. Innov. Sci. Math. Ed., 23(1):37–51, 2015. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/8488. M. I. Nunez-Pena, R. Bono, and M. Suarez-Pellicioni. Feedback on students' performance: a possible way of reducing the negative effect of math anxiety in higher education. Int. J. Ed. Res., 70(1):80–87, 2015. doi:10.1016/j.ijer.2015.02.005. J. T. E. Richardson. Student learning in higher education: a commentary. Ed. Psych. Rev., 29(1):353–362, 2017. doi:10.1007/s10648-017-9410-x. L. J. Rylands and D. Shearman. Mathematics learning support and engagement in first year engineering. Int. J. Math. Ed. Sci. Tech., 49(8):1133–1147, 2018. doi:10.1080/0020739X.2018.1447699. K. A. Seaton. Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking. Int. J. Math. Ed. Sci. Tech., 44(7):963–971, 2013. doi:10.1080/0020739X.2013.831490. D. Wood, J. S. Bruner, and G. Ross. The role of tutoring in problem solving. J. Child Psychol. Psych., 17(1):89–100, 1976. doi:10.1111/j.1469-7610.1976.tb00381.x. L. Zetterqvist. Applied problems and use of technology in an aligned way in basic courses in probability and statistics for engineering students—a way to enhance understanding and increase motivation. Teach. Math. App., 36(2):108–122, 2017. doi:10.1093/teamat/hrx004.

scholarly journals Evaluación formativa, autorregulación, feedback y herramientas digitales: uso de Socrative en educación superior (Formative assessment, self-regulation, feedback and digital tools: use of Socrative in higher education)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 724-734
Author(s):  
Juan Fraile ◽  
Patricia Ruiz-Bravo ◽  
David Zamorano-Sande ◽  
Daniel Orgaz-Rincón
Keyword(s):  
Formative Assessment ◽  
Good Practice ◽  
Self Regulation ◽  
Teaching Experience ◽  
Learning Activity ◽  
Digital Tool ◽  
Self Regulated Learning ◽  
Validated Questionnaire ◽  
Feedback Data ◽  
La Red

  Socrative es una herramienta digital de evaluación formativa que permite al docente crear itinerarios de aprendizaje a través de preguntas, introducir feedback que aparezca inmediatamente al responder y conocer el progreso de los estudiantes. En este artículo se expone una experiencia docente para la enseñanza de contenidos relacionados con las actividades físicas en el medio natural (AFMN) en el grado en Ciencias de la Actividad Física y del Deporte. Se fomentó el aprendizaje y la autorregulación a través de cuatro formas de feedback. Se recogieron datos sobre la percepción de la herramienta por parte de 30 estudiantes que la utilizaron en varias ocasiones a lo largo de la asignatura. Se empleó el cuestionario sobre la experiencia de buena práctica de la Red de Evaluación Formativa y Compartida en Educación (REFYCE), basado en el cuestionario validado sobre metodología y evaluación en formación inicial de profesorado (Castejón Oliva, Santos Pastor, & Palacios Picos, 2015), junto a dos preguntas abiertas. Los resultados mostraron una gran satisfacción con esta actividad de aprendizaje, correlacionada con su valoración sobre la ayuda que recibieron de sus compañeros. Se presentan implicaciones pedagógicas relacionadas con la creación de grupos de alumnos para la realización de la actividad y sus distintos niveles, la dificultad, orden y naturaleza de las preguntas, el tipo de feedback introducido y el diseño de la tarea para un correcto andamiaje que fomente la autorregulación del aprendizaje. Abstract. Socrative is a formative assessment digital tool that allows the teacher to create learning itineraries through questions, introduce feedback that appears immediately when answering, and check the students' progress. This article presents a teaching experience for the instruction of contents related to physical activities in the natural environment in the degree in Physical Activity and Sport Sciences. Learning and self-regulation were encouraged through four forms of feedback. Data were collected on the perception of the tool by 30 students who used it on several occasions throughout the course. The questionnaire on good practice experience of the Spanish Network for Formative and Shared Evaluation in Education, based on the validated questionnaire on methodology and assessment in initial teacher training (Castejón Oliva et al., 2015), was used together with two open questions. The results showed high satisfaction with this learning activity, correlated with the appreciation of the assistance students received from their peers. Pedagogical implications are presented related to creating groups of students to carry out the activity and its different levels of performance, the difficulty, order and nature of the questions, the type of feedback introduced and the design of the task for a correct scaffolding that promotes self-regulated learning.

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