scholarly journals CONCEPCIONES DE LOS DOCENTES UNIVERSITARIOS Y EVALUACIÓN DE LOS APRENDIZAJES

2016 ◽  
Vol 5 (1) ◽  
pp. 273
Author(s):  
Ascensión Antón Nuño ◽  
José Ignacio Moraza Herrán
Keyword(s):  
Formative Assessment ◽  
Educational Research ◽  
Cultural Context ◽  
Assessment Practices ◽  
Conceptions Of Learning ◽  
University Professors ◽  
University Teachers ◽  
Continuous Evaluation ◽  
Evaluation Formative ◽  
Teaching Learning

Abstract.This communication aims to transmit the conclusions reached after carrying out an investigation into the conceptions that some teachers have about teaching, learning and evaluation, in order to know and understand their influence in their assessment practices. We consider the most relevant: the lack of knowledge or even rejection of the theories and the educational research by university professors; the existence of a concept of university teachers in our cultural context; changes in the conceptions of learning and evaluation: formative assessment; the confusion between assessment continuous and continuous evaluation and the pursuit of objectivity and justice in the evaluation.Resumen.Esta comunicación pretende transmitir las conclusiones a las que se llegó después de realizar una investigación sobre las concepciones que algunos profesores tienen sobre la enseñanza, el aprendizaje y la evaluación, con el fin de conocer y comprender su influencia en sus prácticas de evaluación. Consideramos las más relevantes: el desconocimiento o incluso rechazo de las teorías y la investigación educativa por los profesores universitarios; la existencia de una concepción del docente universitario en nuestro contexto cultural; los cambios en las concepciones de aprendizaje y evaluación: la evaluación formativa; la confusión entre evaluación contínua y continua evaluación y la búsqueda de la objetividad y justicia en la evaluación.Palabras Clave: Concepciones, aprendizaje, evaluación formativa.

From the analysis of university professors' training needs to the design of the Teaching Learning Laboratory: the PRODID research at the University of Bari

2019 ◽  
Author(s):  
Loredana Perla ◽  
Viviana Vinci
Keyword(s):  
Professional Development ◽  
Training Needs ◽  
Pilot Training ◽  
Target Groups ◽  
University Professors ◽  
Learning And Teaching ◽  
University Teachers ◽  
Set Up ◽  
Teaching Learning ◽  
The University

The paper presents the results of the research carried out at the University of Bari in the PRODID project - Preparation to Professionalism Teaching and Didactic Innovation, which involved 8 Italian Universities (Padua, Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) constituents the Italian Association for the promotion and development of teaching, learning and teaching at the University. The research was conducted through the administration of a questionnaire developed according to the Framework of Teachingof Tigelaar and colleagues (2004), focusing on the usual teaching practices, on the beliefs and needs of the teacher, on different aspects of teaching professionalism. Thanks to the experimentation it was possible to analyse the needs of the Bari University context and set up the PRODID-TLL (Teaching Learning Laboratory) project, focused on structuring pilot training paths, innovative and personalized according to different target groups, for the professional development of university teachers

scholarly journals Formative Assessment Practices in Federal Government Schools: Issues and Problems

2021 ◽  
Vol 4 (1) ◽  
pp. 93-100
Author(s):  
Muhammad Akram Shakir ◽  
Rabia Bahoo ◽  
Musarrat Jahan ◽  
Muhammad Latif Javed
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Social Emotional ◽  
School Students ◽  
Government Schools ◽  
Teachers And Students ◽  
Group Interviews ◽  
Teaching Learning

Assessment is the key element of teaching learning process in schools. Formative assessment is generally accepted as a valuable component of teachers’ classroom assessment strategies. The study intends to explore the level of association of formative assessment with academic performance of secondary school students and to analyze the practices of formative assessment in schools. The study was descriptive in nature. The focus group interviews and observation techniques were used to gather information regarding academic, social, emotional, and cultural activities of students in schools. The population of the study comprises over all the principals, teachers and students of FGEIs of Lahore region. Sample was drawn by using simple random technique. The findings of the study revealed that teachers don’t have enough knowledge about formative assessment but they possess appropriate understanding of summative assessment. Replication of test is the exclusive kind of assessment for improvement of different learning skills of students. It was recommended that authorities may develop and execute some plan to train and give awareness to the administration and teaching staff about the use and importance of formative assessment during teaching-learning process in schools

scholarly journals University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

2017 ◽  
Author(s):  
Diana Pereira ◽  
Maria Assunção Flores
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Bologna Process

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.

scholarly journals The importance of formative assessment in the learning teaching process

2019 ◽  
Vol 3 (2) ◽  
pp. 238-249
Author(s):  
Irina Yadira Cevallos Menéndez ◽  
Miguel Angel Cobeña Napa ◽  
Myrian Liceth Mendoza Moreira ◽  
Gema Gabriela Vélez Zambrano
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
School Performance ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Continuous Evaluation ◽  
Raising Awareness ◽  
Teaching Learning ◽  
The City

The present research aimed to know the role that the formative evaluation fulfills in the teaching-learning process, this is based on a continuous evaluation process that occurs during learning, based on the search and interpretation of evidence about student performance and the scope of students' different goals, projections or objectives. Within the methodology, analytical and research methods were used, thus knowing the importance of evaluation; analyzing the needs and interests of students through a survey that was conducted in  the Technical Educational Unit "Walter Francisco Andrade Ortiz" of the City of Pedernales; with the aim of raising awareness in the teachers of the institution, the importance of formative evaluation as a means to raise the quality of performance of students, and thus to demonstrate the results of learning obtained within the classroom in students: The results of the research showed that the formative assessment improves the school performance of the students and this can be used as a strategy to promote collaboration between them.

Assessing Students in an Authentic and Ongoing Manner in the English Classroom

2017 ◽  
Vol 7 (3) ◽  
pp. 159
Author(s):  
Diego P. Ortega ◽  
Olga E. Minchala
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Positive Impact ◽  
Historical Background ◽  
Assessment Practices ◽  
Testing Procedures ◽  
Authentic Assessments ◽  
Performance Based Assessment ◽  
English Classroom ◽  
Teaching Learning

These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these kinds of assessments can have a positive impact upon (language) learning and enhance teaching as well. Therefore, in order to better apply the aforementioned assessments in the language learning classroom, this article examines authentic assessment vs. standardized assessment, PBA, authentic strategies of PBA, the historical background and conceptualization of formative assessment, the fundamentals and attributes of formative assessment and its applications, as well as it discusses formative assessment within ESL/EFL educational contexts.

scholarly journals Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Open Praxis ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 29 ◽  
Author(s):  
Betty Obura Ogange ◽  
John Agak ◽  
Kevin Odhiambo Okelo ◽  
Peter Kiprotich
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Peer Assessment ◽  
Information And Communications Technology ◽  
Assessment Practices ◽  
Different Types ◽  
Improved Learning ◽  
Teaching Learning

Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

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