Implementing formative assessment in engineering education: the use of the online assessment system Etude

2004 ◽  
Vol 29 (2) ◽  
pp. 259-266 ◽  
Author(s):  
Sofia M. Dopper ◽  
Ellen Sjoer
Keyword(s):  
Formative Assessment ◽  
Engineering Education ◽  
Assessment System ◽  
Online Assessment

Designing an Online Formative Assessment that Helps Prepare Students and Teachers for a Summative Assessment

2011 ◽  
pp. 170-180
Author(s):  
Stephanie JL Gertz ◽  
Sally Askman
Keyword(s):  
No Child Left Behind ◽  
Formative Assessment ◽  
The State ◽  
Assessment System ◽  
Online Assessment ◽  
State Education ◽  
Educational Processes ◽  
Statewide Assessment ◽  
Online Formative Assessment ◽  
Gates Foundation

Across the nation, even prior to the passage of the No Child Left Behind Act in 2001, many states had instituted statewide assessment programs. In response to these initiatives, school systems were interested in how to better prepare their students and teachers for the statewide assessment. The Bill and Melinda Gates Foundation, founded in January 2000, was, and is, committed to exploring the ways in which the improved technology in the 21st century can be utilized to improve educational processes and programs. Based in Seattle, the foundation was interested in working closely within its home state. So the Washington State Education Department, the Office of the Superintendent of Public Instruction (OSPI), and the foundation worked together on funding and managing an online formative assessment system. From 2000 to 2002, a classroom online assessment system was piloted in several districts in the state of Washington. The goals were threefold: 1. To determine the effectiveness of classroom online assessment 2. To give teachers a tool to help them assess student competency during the course of the year toward meeting or exceeding state-required standards 3. To increase teacher knowledge of the state standards

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.

scholarly journals IEyeGASE: An Intelligent Eye Gaze-Based Assessment System for Deeper Insights into Learner Performance

Sensors ◽  
2021 ◽  
Vol 21 (20) ◽  
pp. 6783
Author(s):  
Chandrika Kamath Ramachandra ◽  
Amudha Joseph
Keyword(s):  
Learning Outcomes ◽  
Eye Gaze ◽  
Inattentional Blindness ◽  
Task Engagement ◽  
Assessment System ◽  
Learning Goals ◽  
Online Assessment ◽  
Viable Option ◽  
Learner Performance ◽  
Education Environment

In the current education environment, learning takes place outside the physical classroom, and tutors need to determine whether learners are absorbing the content delivered to them. Online assessment has become a viable option for tutors to establish the achievement of course learning outcomes by learners. It provides real-time progress and immediate results; however, it has challenges in quantifying learner aspects like wavering behavior, confidence level, knowledge acquired, quickness in completing the task, task engagement, inattentional blindness to critical information, etc. An intelligent eye gaze-based assessment system called IEyeGASE is developed to measure insights into these behavioral aspects of learners. The system can be integrated into the existing online assessment system and help tutors re-calibrate learning goals and provide necessary corrective actions.

scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2017 ◽  
Vol 5 (1) ◽  
pp. 6-9
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment.Bangladesh Journal of Medical Education Vol.5(1) 2014: 6-9

Ontology alignment evaluation for online assessment of e-learners: a new e-learning management system

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rajakumar B.R. ◽  
Gokul Yenduri ◽  
Sumit Vyas ◽  
Binu D.
Keyword(s):  
Hierarchical Clustering ◽  
Optimization Algorithm ◽  
Semantic Processing ◽  
Assessment System ◽  
Online Assessment ◽  
Ontology Alignment ◽  
Content Type ◽  
System Module ◽  
The Mean ◽  
Better Than

Purpose This paper aims to propose a new assessment system module for handling the comprehensive answers written through the answer interface. Design/methodology/approach The working principle is under three major phases: Preliminary semantic processing: In the pre-processing work, the keywords are extracted for each answer given by the course instructor. In fact, this answer is actually considered as the key to evaluating the answers written by the e-learners. Keyword and semantic processing of e-learners for hierarchical clustering-based ontology construction: For each answer given by each student, the keywords and the semantic information are extracted and clustered (hierarchical clustering) using a new improved rider optimization algorithm known as Rider with Randomized Overtaker Update (RR-OU). Ontology matching evaluation: Once the ontology structures are completed, a new alignment procedure is used to find out the similarity between two different documents. Moreover, the objects defined in this work focuses on “how exactly the matching process is done for evaluating the document.” Finally, the e-learners are classified based on their grades. Findings On observing the outcomes, the proposed model shows less relative mean squared error measure when weights were (0.5, 0, 0.5), and it was 71.78% and 16.92% better than the error values attained for (0, 0.5, 0.5) and (0.5, 0.5, 0). On examining the outcomes, the values of error attained for (1, 0, 0) were found to be lower than the values when weights were (0, 0, 1) and (0, 1, 0). Here, the mean absolute error (MAE) measure for weight (1, 0, 0) was 33.99% and 51.52% better than the MAE value for weights (0, 0, 1) and (0, 1, 0). On analyzing the overall error analysis, the mean absolute percentage error of the implemented RR-OU model was 3.74% and 56.53% better than k-means and collaborative filtering + Onto + sequential pattern mining models, respectively. Originality/value This paper adopts the latest optimization algorithm called RR-OU for proposing a new assessment system module for handling the comprehensive answers written through the answer interface. To the best of the authors’ knowledge, this is the first work that uses RR-OU-based optimization for developing a new ontology alignment-based online assessment of e-learners.

Plan Ceibal as Where Technology Accelerates Pedagogy

2019 ◽  
pp. 22-34
Author(s):  
Miguel Brechner
Keyword(s):  
Collaborative Work ◽  
Assessment System ◽  
The Internet ◽  
Online Assessment ◽  
Global Learning ◽  
Virtual Classrooms ◽  
Running Water ◽  
Digital Format ◽  
The Government ◽  
The Right

This chapter describes how the government of Uruguay believes that all children have the right to have technology at their fingertips and that all children have the right to connectivity and access to the internet, that it is as important to have electricity and running water as to have access to the internet, and that it would have a high impact on the country's technological deployment and, obviously, on education and teaching. The parts of the chapter are concerned with the technology and pedagogy relationship: how to improve pedagogy through technology, the importance of teaching English and math online with help of education inspectors and the teachers using modern platform—virtual classrooms, books in digital format, digital technology laboratories—that allows collaborative work, work on projects, logical thinking, an online assessment system. All these integrated tools transfer to the biggest investments which the author calls “global learning network.”

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Advancing Instructional Coaching with Teacher Formative Assessment and Input

2017 ◽  
pp. 48-74 ◽  
Author(s):  
Adam J. Lekwa ◽  
Linda A. Reddy ◽  
Elisa S. Shernoff
Keyword(s):  
Formative Assessment ◽  
Instructional Coaching ◽  
School Personnel ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
Classroom Strategies ◽  
Coaching Model ◽  
Development And Validation ◽  
Quantitative And Qualitative Methods

With increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant interest from school personnel, researchers, and federal funders, there remains a lack of consensus around the key components and activities of instructional coaching. To that end, studies that use quantitative and qualitative methods can offer valuable information on the development and validation of coaching practices. This chapter briefly describes the Classroom Strategies Assessment System Coaching Model that draws on the adult learning and formative assessment literature. We offer key observations of educators' knowledge of and experience in instructional coaching from focus groups conducted with teachers in high-poverty, urban elementary schools. Directions for practice and research are discussed.

scholarly journals Development of Adaptive Formative Assessment System Using Computerized Adaptive Testing and Dynamic Bayesian Networks

2020 ◽  
Vol 10 (22) ◽  
pp. 8196 ◽  
Author(s):  
Younyoung Choi ◽  
Cayce McClenen
Keyword(s):  
Bayesian Networks ◽  
Formative Assessment ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Dynamic Bayesian Networks ◽  
Assessment System ◽  
Formative Assessments ◽  
Software Systems ◽  
Validity And Reliability ◽  
Evaluation Tool

Online formative assessments in e-learning systems are increasingly of interest in the field of education. While substantial research into the model and item design aspects of formative assessment has been conducted, few software systems embodied with a psychometric model have been proposed to allow us to adaptively implement formative assessments. This study aimed to develop an adaptive formative assessment system, called computerized formative adaptive testing (CAFT) by using artificial intelligence methods based on computerized adaptive testing (CAT) and Bayesian networks as learning analytics. CAFT can adaptively administer personalized formative assessment to a learner by dynamically selecting appropriate items and tests aligned with the learner’s ability. Forty items in an item bank were evaluated by 410 learners, moreover, 1000 learners were recruited for a simulation study and 120 learners were enrolled to evaluate the efficiency, validity, and reliability of CAFT in an application study. The results showed that, through CAFT, learners can adaptively take item s and tests in order to receive personalized diagnostic feedback about their learning progression. Consequently, this study highlights that a learning management system which integrates CAT as an artificially intelligent component is an efficient educational evaluation tool for a remote personalized learning service.

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