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.

Understanding Web-Based Peer Assessment in Teacher Education

2020 ◽  
pp. 245-260
Author(s):  
Xiongyi Liu ◽  
Lan Li ◽  
Patrick Wachira
Keyword(s):  
Teacher Education ◽  
Formative Assessment ◽  
Student Learning ◽  
Empirical Research ◽  
Teacher Educators ◽  
Peer Assessment ◽  
Education Students ◽  
Web Based ◽  
Assessment Strategy ◽  
Teacher Education Students

With the development of technology, web-based peer assessment has been increasingly used as an alternative, formative assessment strategy with great potential for student learning benefits. The purpose of this chapter is to synthesize a series of empirical research studies conducted by the authors to examine factors that can influence the effectiveness of web-based peer assessment with teacher education students. The findings of these studies are discussed within the larger context of general research in peer assessment. Implications are provided to better inform researchers and teacher educators about the use of web-based peer assessment and how it relates to teacher education students' ability to apply assessment criteria and their ability to take advantage of peer feedback.

Sign in / Sign up

Export Citation Format

Share Document