Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking

2017 ◽  
Vol 31 (2) ◽  
pp. 113-127 ◽  
Author(s):  
Claudia von Aufschnaiter ◽  
Alicia C. Alonzo
Keyword(s):  
Formative Assessment ◽  
Student Thinking ◽  
Learning Progression ◽  
Physics Teachers

scholarly journals High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Enrique Palou ◽  
Lourdes Gazca ◽  
Juan Antonio Díaz García ◽  
José Andrés Rojas Lobato ◽  
Luis Geraldo Guerrero Ojeda ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Engineering Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Formative Assessments ◽  
Tablet Pcs ◽  
Interactive Classroom ◽  
How People Learn ◽  
Quality Learning

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

scholarly journals Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science

2021 ◽  
Vol 11 (10) ◽  
pp. 609
Author(s):  
Amy Cardace ◽  
Mark Wilson ◽  
Kathleen E. Metz
Keyword(s):  
Elementary Science ◽  
Environmental Changes ◽  
Structured Interview ◽  
Student Thinking ◽  
Assessment Tools ◽  
Scientific Practices ◽  
Learning Progression ◽  
Assessment Scores ◽  
Level Information ◽  
Core Idea

This paper gives an example of how to address the challenge of designing a learning progression that describes student thinking, with the necessary specificity to align instructional opportunities and assessment tools. We describe the Conceptual Underpinnings of Evolution project and the iterative process of developing a novel learning progression theory, while critically testing that theory using structured interview data analyzed with Rasch models. We investigate elementary students’ capacities for reasoning in biology, specifically focusing on microevolution as a strategic core idea for students between the ages of seven and nine. The learning progression theory informed the design of two instructional modules which aimed to build on students’ intuitions. The modules provided opportunities for students to engage in scientific practices framed to develop more adequate explanations about how organisms may change over time, in accordance with environmental changes. Aligning the learning progression, instructional activities, and structured interview assessment was critical for meeting two of our underlying assumptions: that students’ reasoning capacities rely on instructional opportunities; and that students’ assessment scores must be interpretable in terms of learning progression levels. We share both initial and late-stage versions of the learning progression and describe how item-level information and Rasch analyses helped both to specify the learning progression levels and to define the two underlying dimensions.

Making Moves: Formative Assessment in Mathematics

2017 ◽  
Vol 22 (6) ◽  
pp. 334-342 ◽  
Author(s):  
Brent Duckor ◽  
Carrie Holmberg ◽  
Rossi Becker Joanne
Keyword(s):  
Formative Assessment ◽  
Teacher Thinking ◽  
Student Thinking ◽  
Seventh Grade ◽  
Mathematical Learning ◽  
Grade Teacher

A seventh-grade teacher finds that the notion of attention—to student and teacher thinking about student thinking—is key to orchestrating standards-based mathematical learning.

scholarly journals Teacher Questioning as A Formative Assessment Strategy In EFL Context

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Milawati Milawati
Keyword(s):  
Formative Assessment ◽  
Assessment Method ◽  
Student Thinking ◽  
Classroom Observations ◽  
Experienced Teacher ◽  
Teacher Questioning ◽  
Assessment Strategy ◽  
Efl Context ◽  
Questioning Behavior ◽  
The Relationship

<p>Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.<br /><br /></p>

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