Improve student learning using online formative assessment system

2010 ◽  
Author(s):  
Shanshan Hu ◽  
Yonghua Xie
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Assessment System ◽  
Online Formative Assessment ◽  
Improve Student Learning

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 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.

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

The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system

2020 ◽  
Vol 145 ◽  
pp. 103729 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Muhammad Shujahat ◽  
Hussein Haruna ◽  
Samuel Kai Wah Chu
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Assessment System

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.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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