scholarly journals Coherence and disparity in assessment literacies among higher education staff

2018 ◽  
Author(s):  
Mark S. Davies ◽  
Maddalena Taras
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Staff Developers ◽  
Shared Understandings

Assessment literacies are finding leverage, but there is little exploration of links between theory, practice and perceived understandings in higher education (HE). This article builds on and consolidates research that has taken place over ten years that evaluates assessment literacies among HE lecturers in education and science, and in staff developers, by presenting a comparative view of the data. The results indicate that there was generally a good understanding of theoretical and practical aspects of summative assessment across all groups. However, understandings of formative assessment showed little concordance between and within the groups, particularly among staff developers, but this group was better at clarifying the necessary link between formative assessment and feedback. Although education lecturers had a firmer grasp of central terminologies, in general there are still deficits in understanding about how these terms interrelate. Staff developers' relative weakness of understanding in some areas is of concern since this group shapes those who teach. These issues are exacerbated by a lack of acknowledgement that they exist, which may seriously hamper the development of both staff and students in clarifying processes they encounter daily. Basic shared understandings are required that can translate into personal, coherent assessment literacies. As a community we need to take on this task, because if we do not, as individuals, or individual groups, we will continue to have fragmented assessment literacies.

scholarly journals Assessment in Islamic Higher Education

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Erwin Hafid
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Educational Institutions ◽  
Learning And Teaching ◽  
Islamic Institutions

Assessment is an important part of learning and teaching in educational institutions, including Islamic institutions. Therefore, assessment should guarantee that it can be used to improve learning and teaching. This article concludes that formative assessment is more useful and beneficial to Islamic higher education, because it will encourage more to learning than summative assessment will. However, this kind of assessment seems more difficult to be valid and reliable in grading. Creating rubric may become a solution to avoid such a problem.

scholarly journals Analysing EMI assessment in higher education

2021 ◽  
Vol 14 (33) ◽  
pp. e15475
Author(s):  
Ana Otto ◽  
José Luis Estrada Chichón
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Methods Research ◽  
Summative Assessment ◽  
Private University ◽  
Assessment Tools ◽  
Medium Of Instruction ◽  
Assessment Practices ◽  
Research Article

This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EMI lecturers are not trained enough in terms of EMI teaching in general, and assessment in particular. There are no significant differences between EMI and non-EMI assessment tools, apart from the fact that summative assessment mainly prevails over formative assessment. Final recommendations are provided regarding accurate EMI assessment practices after empirical evidence was gathered.

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.

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.

Assessment and Meta-Assessment

2019 ◽  
pp. 233-255 ◽  
Author(s):  
Nina Birnaz ◽  
Valeria Botezatu
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Formative Assessment ◽  
Training Program ◽  
Learning Process ◽  
Classical Model ◽  
Research Problem ◽  
Extended Model ◽  
Measurement Feedback ◽  
Assessment In Higher Education

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

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