Formative assessment method of English language application ability based on consistency assessment

2023 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Guanguan Zeng
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Assessment Method

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

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

scholarly journals Comprehensive Researcher Achievement Model (CRAM): a framework for measuring researcher achievement, impact and influence derived from a systematic literature review of metrics and models

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e025320 ◽  
Author(s):  
Jeffrey Braithwaite ◽  
Jessica Herkes ◽  
Kate Churruca ◽  
Janet C Long ◽  
Chiara Pomare ◽  
...  
Keyword(s):  
Full Text ◽  
English Language ◽  
Data Extraction ◽  
Meta Analysis ◽  
Assessment Method ◽  
Assessment Model ◽  
Eligibility Criteria ◽  
Promotion And Tenure ◽  
Full Text Review ◽  
Q Statistic

ObjectivesEffective researcher assessment is key to decisions about funding allocations, promotion and tenure. We aimed to identify what is known about methods for assessing researcher achievements, leading to a new composite assessment model.DesignWe systematically reviewed the literature via the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols framework.Data sourcesAll Web of Science databases (including Core Collection, MEDLINE and BIOSIS Citation Index) to the end of 2017.Eligibility criteria(1) English language, (2) published in the last 10 years (2007–2017), (3) full text was available and (4) the article discussed an approach to the assessment of an individual researcher’s achievements.Data extraction and synthesisArticles were allocated among four pairs of reviewers for screening, with each pair randomly assigned 5% of their allocation to review concurrently against inclusion criteria. Inter-rater reliability was assessed using Cohen’s Kappa (ĸ). The ĸ statistic showed agreement ranging from moderate to almost perfect (0.4848–0.9039). Following screening, selected articles underwent full-text review and bias was assessed.ResultsFour hundred and seventy-eight articles were included in the final review. Established approaches developed prior to our inclusion period (eg, citations and outputs, h-index and journal impact factor) remained dominant in the literature and in practice. New bibliometric methods and models emerged in the last 10 years including: measures based on PageRank algorithms or ‘altmetric’ data, methods to apply peer judgement and techniques to assign values to publication quantity and quality. Each assessment method tended to prioritise certain aspects of achievement over others.ConclusionsAll metrics and models focus on an element or elements at the expense of others. A new composite design, the Comprehensive Researcher Achievement Model (CRAM), is presented, which supersedes past anachronistic models. The CRAM is modifiable to a range of applications.

scholarly journals Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

2021 ◽  
pp. 103-123
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Formative Assessments ◽  
Significant Finding ◽  
Preparation Time ◽  
Technical Problems ◽  
Efl Learners ◽  
Speaking Test ◽  
English Speaking ◽  
Speaking Skills

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

scholarly journals Technical communication pedagogical model (TCPM) for Malaysian vocational colleges

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
K. A. Jamaludin ◽  
N. Alias ◽  
D. DeWitt ◽  
M. M. Ibrahim
Keyword(s):  
Communication Skills ◽  
Language Proficiency ◽  
Effect Size ◽  
Mediation Analysis ◽  
Technical Communication ◽  
English Language ◽  
Assessment Method ◽  
English Language Proficiency ◽  
Learning Method ◽  
Perceived Importance

Abstract Poor mastery of technical communication skills has affected the employability of technical and vocational education and training (TVET) graduates. This has arisen from the lack of communication between TVET institutions and the industry when designing a curriculum for technical communication skills development. In Malaysia, little emphasis is given to developing this skill. Therefore, the current study seeks to develop a technical communication pedagogical model (TCPM) by identifying the pertinent objective, content of learning, method of delivery and assessment method of TCPM, and the effect of the perceived importance of English language proficiency on the relationships of the pertinent curriculum components of TCPM. A survey questionnaire was developed and validated for content validation by seven experts from local industry and TVET institutions. A total of 205 English language instructors in Malaysian vocational colleges (MVC) were selected using a stratified random sampling method and responded to the questionnaire. Their responses were analyzed using the partial least square-structural equation modeling (PLS-SEM). Analysis of reliability, discriminant and convergent validity, significance of relationship, predictive accuracy (R2), predictive relevance (Q2), effect size (f2), and mediation analysis was conducted to test the model. The overall findings indicated that all constructs have a positive and significant effect on perceived importance of TCPM (Objective: p = 0.012, t = 2.249, content of learning: p = 0.032, t = 1.852, assessment method: p = 0.000, t = 4.196), except for method of delivery (p = 0.301, t = 0.522). The coefficient of determination level is moderate (R2 = 0.526). Analysis of effect size (f2) indicates a small effect size for all constructs (objective: f2 = 0.032, content of learning: f2 = 0.027, assessment method: f2 = 0.116), except for method of delivery with an effect size of 0.002. In addition, this model achieved acceptable predictive relevance (Q2 = 0.316). On the other hand, the mediation analysis indicates that the perceived importance of English language proficiency only functions as a complementary partial mediator for content of learning and assessment method construct. In short, the TCPM model includes having the relevant objectives, content of learning, method of delivery and assessment method for implementing technical communication in MVC, components which are less emphasized in the current curriculum. It is hoped that, with its implementation in the MVC, graduate employability can be enhanced.

scholarly journals The Effect of formative assessment on students’ grades in learning English

2020 ◽  
Vol 2 (1) ◽  
pp. 20-30
Author(s):  
Ismail Ismail ◽  
Tini Tini
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Objective Assessment ◽  
Assessment Method ◽  
Formative Assessments ◽  
Major Influence ◽  
Learning And Teaching ◽  
The Right ◽  
Further Development ◽  
Learning English

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.

scholarly journals Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool

2019 ◽  
Author(s):  
Khalid SAID ◽  
Abdelouahid El MOUZRATI
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Classroom Practices ◽  
Assessment Tool ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Student Writing ◽  
Structured Interviews ◽  
Attitudes And Practices ◽  
Written Corrective Feedback

The present study seeks to lay the foundations for a firmly-grounded understanding of Written Corrective Feedback (WCF) as a Formative Assessment (FA) tool through student writing. More specifically yet, it is concerned with examining the intricate correlation between Moroccan English Language Teachers’ (ELT) attitudes and practices with respect to the way they understand and apply FA by means of WCF on students’ written productions. To that end, the study seeks to investigate this issue in the light of the following guiding questions: What beliefs do Moroccan ELT teachers hold about FA and WCF? How do these teachers provide WCF to their students during the writing lesson? To address these questions, we have opted for a mixed method approach that includes questionnaires for 110 teachers, document analysis of 30 writing productions and a follow- up semi-structured interviews with teachers. Date has been interpreted through an Explanatory Sequential Design. Inspired by Lee‘s (2009) analytical model and Perumanathan (2014) study, major findings have been presented regarding mismatches. These findings have revealed strong mismatches between teachers espoused beliefs concerning WCF, as a formative assessment tool, and their actual classroom practices. Finally, the study sets some implications for teachers, supervisors underlining the implementation of WCF in classroom practices.

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