Exploring Teacher Questioning as a Formative Assessment Strategy

RELC Journal ◽  
2014 ◽  
Vol 45 (3) ◽  
pp. 287-304 ◽  
Author(s):  
Yan Jiang
Keyword(s):  
Formative Assessment ◽  
Teacher Questioning ◽  
Assessment Strategy

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>

Statistical report as formative assessment strategy

2015 ◽  
Vol 2 ◽  
pp. 7-14
Author(s):  
Dicleny Castro Carvajal ◽  
John Jairo Zabala Corrales
Keyword(s):  
Formative Assessment ◽  
Assessment Strategy ◽  
Statistical Report

The Impact of the Technology Used in Formative Assessment

2016 ◽  
Vol 54 (8) ◽  
pp. 1142-1167 ◽  
Author(s):  
Andrea Vásquez ◽  
Miguel Nussbaum ◽  
Enzo Sciarresi ◽  
Tomás Martínez ◽  
Camila Barahona ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Research Approach ◽  
School Students ◽  
Student Centered ◽  
Assessment Strategy ◽  
Tablet Pcs ◽  
Subsequent Phase ◽  
Two Phases ◽  
Impact Of Technology ◽  
The Impact

This study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a Design-Based Research approach and was conducted in Chile in two phases. In the first phase of the study, a formative assessment strategy for teaching spelling is developed. In a subsequent phase, the impact of different technologies on this strategy is analyzed. This is achieved by comparing two different technologies: Tablet PCs and the interpersonal computer. The results reveal that a self-paced formative assessment strategy using Tablets is more effective than the same strategy using an interpersonal computer when teaching spelling to primary school students. This therefore highlights the impact of technology on learning when adopting a formative assessment strategy.

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

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