scholarly journals EXPLORING FEEDBACK PRACTICES IN FORMATIVE ASSESSMENT IN RWANDAN HIGHER EDUCATION: A MULTIFACETED APPROACH IS NEEDED

2016 ◽  
Vol IV (2) ◽  
Author(s):  
Bernard Bahati ◽  
Matti Tedre ◽  
Uno Fors ◽  
Evode Mukama
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Multifaceted Approach

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.

scholarly journals Impact of Formative Assessment and Feedback on Higher Education

2018 ◽  
Vol III (IV) ◽  
pp. 498-514
Author(s):  
Muhammad Naseer Ud Din ◽  
Waqar Un Nisa Faizi ◽  
Abdul Majeed Khan
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Great Influence ◽  
Documentary Analysis ◽  
Testing Strategies ◽  
Training Development ◽  
Learning Procedure ◽  
Assessment Strategies ◽  
The Impact

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals BYOD strategies in higher education: current knowledge, students’ perspectives, and challenges.

2017 ◽  
Author(s):  
Alessandro Siani
Keyword(s):  
Higher Education ◽  
Mobile Computing ◽  
Formative Assessment ◽  
Digital Divide ◽  
Current Knowledge ◽  
Relative Effectiveness ◽  
Critical Evaluation ◽  
Significant Proportion ◽  
Significant Risk ◽  
Vast Number

The use of mobile computing devices has become an integral part of virtually every aspect of our personal and professional life, and education is no exception to this paradigm. Bring Your Own Device (BYOD) strategies are becoming increasingly prevalent in teaching, learning and assessment across all age groups, however the evaluation of their relative effectiveness compared to traditional pedagogies is still a controversial matter.Despite the vast number of reports attesting the successful integration of BYOD in higher education, it has been argued that a significant proportion of the studies on the topic are highly heterogeneous from both a theoretical and methodological standpoint.While BYOD strategies have been put in place in an increasing number of educational institutions around the world, the extent of their implementation varies widely between (and in most cases within) different institutions. This observation highlights the critical importance of the development of a solid theoretical and practical framework to underpin the integration of BYOD in higher education.The first part of this paper will aim to critically evaluate the state of the art of the literature on the efficacy of BYOD strategies in higher education, highlighting potential benefits and drawbacks. As a paradigmatic example of caveats arising from the use of BYOD in higher education, it has been argued that teaching and learning strategies based on the use of personal mobile computing devices may pose a significant risk to aggravate digital divide between students who have access to (and operational mastery of) such devices, and students who do not.The critical evaluation of the advantages and pitfalls of BYOD will be used as a theoretical scaffold for the second part of the paper, which will outline the results of a recent case study to give a practical account of the implementation of BYOD in higher education. A survey was carried out within a cohort of level 4 Biology, Biochemistry, and Marine Biology students to investigate the students’ perception of the effectiveness of Nearpod as a formative assessment tool. While the majority (65%) of the participants had never used BYOD in an educational context before enrolling into university, the students’ account of its efficacy appears overwhelmingly positive. Most students expressed a clear preference for electronic formative assessment and commended its superior helpfulness compared to traditional methods. The vast majority of the participants (over 90%) did not perceive BYOD as potentially aggravating digital divide among their peers.Keywords: BYOD; higher education; electronic; interactive; formative assessment; digital divide; personal computing devices; smartphone; tablet; laptop.

scholarly journals Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level

2020 ◽  
Vol V (I) ◽  
pp. 488-499
Author(s):  
Shumaila Hameed ◽  
Mumtaz Akhter
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Education Level ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effects ◽  
Post Test ◽  
Positive Effect ◽  
Experimental Group

Formative assessment is known for its positive effects it has on students' achievement. This study was designed to find out the effect of formative assessment on students' motivation at the higher education level. This study was experimental in nature; intact pre-test post-test control group design was used for data collection purpose. Sample of the study was selected conveniently, which comprised of undergraduate students. Students belonging to the experimental group were taught with instructional embedded formative assessment, whereas students belonging to the control group were taught with formal teaching methods. Students of both groups were required to fill a motivation questionnaire at the start and end of the study to check the level of intervention. Data collected through pre-test and post-test were analyzed using SPSS. The findings of the current study had suggested that instructional embedded formative assessment had a significant positive effect on students' motivation towards learning at the higher education level.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

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