Innovative Assessment For Learning Enhancement: Issues And Practices

2010 ◽  
Vol 3 (1) ◽  
pp. 61 ◽  
Author(s):  
Nick Z. Zacharis
Keyword(s):  
Formative Assessment ◽  
Small Group ◽  
Summative Assessment ◽  
Assessment For Learning ◽  
Content Standards ◽  
Learning Enhancement ◽  
Self Assessment ◽  
Group Assessment ◽  
Objective Tests

Although summative assessment is indispensable for determining whether or not students meet the content standards, it alone is insufficient for providing teachers and administrators with the information necessary to make ongoing decisions about instruction. This article looks at the motivational impact of the assessment on students’ achievement and concentrates on methods of formative assessment that considered being innovative, such as assessment by objective tests, small group assessment, peer- and self-assessment.

scholarly journals Assessing Translation Students in a Brazilian University

2021 ◽  
Vol 14 (1) ◽  
pp. 12-42
Author(s):  
Márcia Moura Silva ◽  
Lincoln Paulo Fernandes
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Translation Studies ◽  
Dynamic Nature ◽  
Self Assessment ◽  
Student Centered ◽  
Constructive Feedback ◽  
Translation Error ◽  
Traditional Approaches ◽  
Translator Education

From a Translation Studies perspective, translation assessment is gradually becoming more popular thanks to increasing academic interest in translator education. In fact, we believe that evaluation should be more deeply explored in order to systematise and consolidate how it is carried out, especially in a particular Brazilian context. As we still witness an unwelcome focus on summative assessment of students with little room for constructive feedback from educators, the purpose of this article is to discuss ways to assess translation students that move beyond traditional approaches. The focus here is on formative assessment, whose emphasis on feedback better suits the dynamic nature we believe translator education should have. Furthermore, we shall review the concepts of translation competence and translation error as important elements within translation evaluation, as well as peer and self-assessment, which promote a more student-centered and participatory environment.

scholarly journals PENGENALAN ASSESSMENT FOR LEARNING (AfL) BAGI GURU

2018 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Nunung Sobarningsih ◽  
Tika Karlina Rachmawati ◽  
Riva Lesta Ariany
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Summative Assessment ◽  
Authentic Assessment ◽  
Assessment For Learning ◽  
Formative Assessments ◽  
Class Viii ◽  
Education Today ◽  
Alternative Solutions ◽  
Teacher Assistance

ABSTRACTThe curriculum used in education today is the 2013 curriculum. The emphasis of assessment within the 2013 curriculum is authentic assessment. Summative assessment and formative assessment are part of the authentic assessment. Summative assessment has been widely applied by teachers but it is still rare for teachers to apply formative assessments. In formative assessment, the teacher assesses during the learning process and the teacher still has difficulty in doing assessment during the learning process. To find alternative solutions then held training on formative assessment such as assessment by using Assessment for Learning. The purpose of community service is to provide insight to teachers about Assessment for Learning (AfL) that can be developed and utilized in accordance with the competence to be achieved. Target community in dedication to this community is the teachers MTs Negeri 2 Bandung, amounting to 50 people. This activity was held on October 19, 2016, which was held in the hall of MTs Negeri 2 Bandung City, teacher assistance implemented AfL 1 on October 25, 2016 in class VIII B and VIII G, while teacher assistance implemented AfL 2 on October 26, 2016 in class VIII B and VIII F. From the evaluation results obtained the results of activities of service to these communities such as increasing the knowledge of teachers in conducting formative assessment by Assessment for Learning. With the holding of teacher assistance in the classroom then the teacher will understand the application of Assessment for Learning in the learning process. This devotion works smoothly because of the support from various parties and the participation of participants who are quite enthusiastic and actively participate in this training. These devotional activities should be performed on broader goals and can be developed with other assessments. Thus, it is hoped that in the future they will be able to assist teachers in developing the assessment especially formative assessment in the learning process.Keywords: assessment, formative assessment, Assessment for Learning (AfL) ABSTRAKKurikulum yang digunakan dalam pendidikan sekarang ini adalah kurikulum 2013. Penekanan penilaian di dalam kurikulum 2013 adalah penilaian autentik. Penilaian sumatif dan penilaian formatif merupakan bagian dari penilaian autentik. Penilaian sumatif sudah banyak diterapkan oleh guru tetapi masih jarang guru yang menerapkan penilaian formatif. Di dalam penilaian formatif, guru melakukan penilaian selama proses pembelajaran dan guru masih kesulitan dalam melakukan assessment selama proses pembelajaran. Untuk mencari alternatif solusinya maka diadakan pelatihan tentang penilaian formatif seperti penilaian dengan menggunakan Assessment for Learning. Tujuan kegiatan pengabdian kepada masyarakat ini adalah memberikan wawasan kepada guru-guru tentang Assessment for Learning (AfL) yang dapat dikembangkan dan dimanfaatkan sesuai dengan kompetensi yang ingin dicapai. Sasaran masyarakat dalam pengabdian kepada masyarakat ini adalah guru-guru MTs Negeri 2 Kota Bandung yang berjumlah 50 orang. Kegiatan ini dilaksanakan pada tanggal 19 Oktober 2016 yang bertempat di aula MTs Negeri 2 Kota Bandung, pendampingan guru menerapkan AfL 1 pada tanggal 25 Oktober 2016 di kelas VIII B dan VIII G, sedangkan pendampingan guru menerapkan AfL 2 pada tanggal 26 Oktober 2016 di kelas VIII B dan VIII F. Dari hasil evaluasi diperoleh hasil dari kegiatan pengabdian kepada masyarakat ini diantaranya adalah meningkatkan pengetahuan guru dalam melakukan penilaian formatif secara Assessment for Learning. Dengan diadakannya pendampingan guru di kelas maka guru akan memahami penerapan Assessment for Learning dalam proses pembelajaran. Kegiatan pengabdian ini berjalan lancar karena mendapatkan dukungan dari berbagai pihak serta partisipasi peserta yang cukup antusias dan berpartisipasi aktif dalam pelatihan ini. Kegiatan pengabdian ini hendaknya dilakukan pada sasaran yang lebih luas dan dapat dikembangkan dengan assessment yang lain. Dengan demikian, diharapkan kelak dapat membantu guru-guru dalam mengembangkan penilaian khusunya penilaian formatif dalam proses pembelajaran.Kata Kunci: penilaian, penilaian formatif, Assessment for Learning (AfL)

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 Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

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.

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 Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

2021 ◽  
Author(s):  
◽  
Luong Hai Nhu Nguyen
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Primary Schools ◽  
Cultural Context ◽  
Group Learning ◽  
Primary Students ◽  
Small Group Learning ◽  
Two Phase ◽  
Group Assessment ◽  
Group Skills

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment.  An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research.  The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group).  The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

2019 ◽  
Author(s):  
Mária Babinčáková ◽  
◽  
Mária Ganajová ◽  
Ivana Sotáková ◽  
Veronika Jurková ◽  
...  
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Chemistry Education ◽  
Concept Map ◽  
Assessment Tools ◽  
Control Group ◽  
Self Assessment ◽  
Experimental Group

The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.

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