scholarly journals Flipped classroom – what feedback in the FFL classroom and how to assess the work of learners?

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 15-40
Author(s):  
Cynthia Eid
Keyword(s):  
Formative Assessment ◽  
Flipped Classroom ◽  
Summative Assessment ◽  
Evaluation Functions ◽  
Evaluation Of Teaching ◽  
The Difference ◽  
Evaluation Of Learning

Assessment is not an additional act in the ecology of the classroom. Evaluative gestures, inseparable from those of education or training, encourage the practitioner to reflect on the scope of their actions and to consider the type of interaction that they promote in the classroom. If the flipped classroom uses summative assessment, the fact remains that the sinew of war is a formative assessment in the pedagogy of support, encouragement, and benevolence. We will see in this article what is the act of evaluating, the difference between evaluation of learning and evaluation of teaching by learners, and the different evaluation functions in a flipped classroom.

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.

Introducing a flipped classroom in a pharmacology course

2021 ◽  
Vol 30 (5) ◽  
pp. 296-300
Author(s):  
Sehrish Sajjad ◽  
Ambreen Gowani
Keyword(s):  
Nursing Students ◽  
Test Scores ◽  
Flipped Classroom ◽  
Retrospective Chart Review ◽  
Continuous Assessment ◽  
Assessment Scores ◽  
School Of Nursing ◽  
The Difference ◽  
Traditional Pedagogy ◽  
Pharmacology Knowledge

Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

scholarly journals Study on the Flipped Classroom Teaching Reform of "This Course" for College Students

2020 ◽  
Vol 9 (3) ◽  
pp. 90
Author(s):  
Lingzhi Li
Keyword(s):  
Flipped Classroom ◽  
Teaching Mode ◽  
Student Centered ◽  
Teaching Reform ◽  
Teaching Concept ◽  
Teachers And Students ◽  
Students First ◽  
Evaluation Of Teaching ◽  
Network Platform ◽  
Teaching Video

<p>Under the background of global informatization, "this course" must keep up with the development of society, which requires colleges and universities to reform their own teaching mode, such as flipped classroom, MOOCS, <em>etc.</em> Through the development of network platform and teaching video, the teaching concept can be better innovated, which will realize the transformation to the student-centered direction. Through flipped classroom, the interaction between the form and content of the course can be realized. Therefore, the teaching reform of "this course" is very necessary. Based on the flexibility and openness of flipped classroom, the evaluation of teaching effect can be better managed, which will arouse the enthusiasm of teachers and students. First of all, this paper analyzes the necessity of flipped classroom. Then, this paper puts forward some questions. Finally, some suggestions are put forward.</p>

scholarly journals Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

Self-Assessment in Building Online Communities of Learning

2009 ◽  
pp. 431-443 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Student Learning ◽  
Learning Theories ◽  
Self Assessment ◽  
Online Learning Communities ◽  
Advance Student ◽  
Assessment Techniques ◽  
Evaluation Of Learning ◽  
Goals And Objectives

The incorporation of self-assessment techniques and opportunities within the online learning process can enhance student learning and support the development of self-directed learners. Formative assessment (evaluation of learning in process) enables students to take ownership of their learning and to also evaluate their learning in relationship to required course goals and objectives. Formative assessment use within online learning communities works to create strong communities of practice (student learning in relationship with peers); a constructivist orientation towards learning. Accountability for learning in conjunction with peers can support and advance student learning experiences, encourage active engagement, and provide authentic experiences that advance students’ understanding of their own developmental framework and the transformative nature of learning theories.

Is formative assessment an effective way to improve learning? A symposium at Experimental Biology 2008

2008 ◽  
Vol 32 (4) ◽  
pp. 337-338 ◽  
Author(s):  
William Cliff ◽  
Scott Freeman ◽  
Penelope A. Hansen ◽  
Jonathan D. Kibble ◽  
Mary Peat ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Experimental Biology ◽  
American Physiological Society ◽  
Physiology Section

Formative assessment is designed to provide information about students' learning to help them and their teachers to identify deficiencies and misconceptions. It differs from summative assessment, which aims to rank students according to their achievements to determine which students pass or fail or to assign grades to students. This article reports on a symposium concerned with evidence for the effectiveness of formative assessment in improving learning. It was presented by the Teaching of Physiology Section of the American Physiological Society at the Experimental Biology Meeting of 2008.

scholarly journals ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

2014 ◽  
Vol 58 (1) ◽  
pp. 39-52
Author(s):  
Deborah A. Chetcuti ◽  
Michael A. Buhagiar
Keyword(s):  
Teacher Education ◽  
Formative Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Research Question ◽  
Good Practice ◽  
Summative Assessment ◽  
Initial Teacher Education ◽  
Current View ◽  
Field Placement

The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment. Key words: formative assessment, summative assessment, field placement, initial teacher education

scholarly journals Formative and Summative Assessment in the Light of Students Perceptions

2017 ◽  
Vol 3 (2) ◽  
pp. 10-17
Author(s):  
Mohammad Ali Chughtai ◽  
Mariya Khalid ◽  
Saira Afridi ◽  
Syed Nasir Shah
Keyword(s):  
Deep Learning ◽  
Formative Assessment ◽  
Time Allocation ◽  
Sampling Technique ◽  
Summative Assessment ◽  
Cross Sectional Study ◽  
Dental Students ◽  
First Year ◽  
Cross Sectional ◽  
Majority Students

OBJECTIVESTo collect information about the Perceptions of dental students regarding Formative and Summative Assessment in Sardar Begum Dental College.METHODS This cross sectional study was conducted at Sardar Begum Dental College, Peshawar. Pre validated Assessment Experience Questionnaire was used to collect information. All the students of 2nd, 3rd, 4th year BDS and House officers who have joined and continued their bachelors education at Sardar Begum Dental College and Hospital from the first year were invited to participate in this study through Convenience sampling technique after taking verbal and written consent.RESULTSOverall response rate was 29.3% in 2nd Year, 35.1% in 3rd year, 75.7% in 4th Year and 92.7% among house officers.60-70% students opined that formative assessment experiences stimulated deep learning and were useful in the preparation for summative assessment. Majority of the students were satisfied with the atmosphere, structure and conduct of summative assessment. More than 70% admitted that they learn more when preparing for summative assessment near the examination. Almost 60% prefer to have more number of SEQs by claiming that these let them apply deep learning. Despite of accepting the contents of OSCE/OSPE as of good quality, majority students from all the professional years were dissatisfied from the time allocation as well as slides and images placed in each stationCONCLUSIONStudents like formative assessment mainly because of feedback as it helps them in learning as well as preparing for summative assessment. All parts of summative assessment were more satisfactory for the students.

scholarly journals JUTLP Editorial Issue 14.3

2017 ◽  
Vol 14 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Teaching Practice ◽  
Summative Assessment ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Assessment Design ◽  
Significant Difference ◽  
Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

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