scholarly journals Why Assessment Which Carries No Grades and Marks is the Key for the Future of Education?

2021 ◽  
Vol 13 (2) ◽  
pp. 91-95
Author(s):  
Mohd Salami Ibrahim ◽  
Muhamad Saiful Bahri Yusof ◽  
Ahmad Fuad Abdul Rahim
Keyword(s):  
Formative Assessment ◽  
Curriculum Design ◽  
Best Practice ◽  
Formative Assessments ◽  
Summative Assessments ◽  
The Future ◽  
Direct Contrast ◽  
Future Of Education ◽  
Contemporary Practice ◽  
Philosophical Underpinning

Formative assessments are commonly being mixed up with summative assessments which provide feedback. The ambiguity leads to a loss of distinction between the two. This blending is in direct contrast to the best practice of education, which advocates clarity of formative and summative function as a precursor to a quality assessment. In this commentary, we emphasise the non-credit bearing as the discriminatory feature, which illuminates the formative purpose of an assessment. We begin by revisiting the history from the time of the founding scholars who conceptualised formative and summative ideas. Subsequently, we compare it with the contemporary practice of assessment. Then we elucidate the philosophical underpinning of formative assessment and how the future of education relies on education, which move away from a pure exam-oriented focus of the curriculum. Finally, we relate the revolutionary concept of formative assessment with personalised education as the key curriculum design of tomorrow’s education.

Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry

2020 ◽  
Vol 98 (1) ◽  
pp. 15-23
Author(s):  
Ryan David Sweeder ◽  
Deborah G. Herrington
Keyword(s):  
Formative Assessment ◽  
Causal Reasoning ◽  
Text Messages ◽  
Formative Assessments ◽  
Instructional Decisions ◽  
Online Homework ◽  
Summative Assessments ◽  
Assessment Tasks ◽  
Class Instruction ◽  
The Impact

Formative assessment is critical in providing students the opportunity to self-assess their content knowledge and providing data to inform instructional decisions. It also provides students with information about course expectations. If, as called for in numerous science instruction reform efforts, we expect students to be able to apply their chemistry knowledge to analyze data and construct coherent explanations, then not only must summative assessments include items that require this of students, but students must also be provided with frequent and ongoing opportunities to individually practice this difficult task and receive feedback. Although online homework systems can be quite effective at providing students with feedback regarding their mastery of basic skills, it is typically less useful in providing meaningful feedback on constructed student explanations. This study examined the impact of providing students with frequent out-of-class formative assessment activities initiated by text messages. Student responses were then used to facilitate in-class instruction. Increased student participation in these formative assessment tasks correlated positively with success on exams even after accounting for student prior knowledge. There was also evidence that students increased their ability to construct complete explanation over the course of the semester. All results were consistent across two different institutions and three instructors.

Decriminalizing Cell Phones

2021 ◽  
pp. 87-101
Author(s):  
Glenn Henry Rhoades
Keyword(s):  
Social Justice ◽  
Formative Assessment ◽  
Graphic Novels ◽  
Cell Phones ◽  
School Year ◽  
The Future ◽  
Before And After ◽  
History Of ◽  
Future Of Education

The purpose of this chapter is to discuss cell phones in the classroom before and after the pandemic. The author discusses the problematic history of cell phones in the classroom, and how teachers have struggled and fought against them, many times outright banning cell phones. Instead of this approach, the case is made for the need for students to learn how to use them, and why they are so useful in the classroom for both formative assessment and feedback. Next, this chapter discusses how the author leveraged cell phones during the period of crisis instruction at the end of the 2019-2020 school year. The author was able to launch and successfully complete a unit that combined social justice themes, graphic novels, and podcasting – all of which utilizing cell phones. Finally, specific tools, resources, and strategies are shared and discussed that were used during this time, with recommendations for the future of education no matter how it may look.

Incubating innovation in university settings: building entrepreneurial mindsets in the future generation of innovative emerging market leaders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Virginia Bodolica ◽  
Martin Spraggon
Keyword(s):  
Higher Education ◽  
Diffusion Of Innovation ◽  
Emerging Economies ◽  
Curriculum Design ◽  
Best Practice ◽  
Emerging Market ◽  
Future Generation ◽  
Entrepreneurial Intention ◽  
Content Type ◽  
The Future

PurposeOne of the most discernible initiatives of entrepreneurial universities constitutes the launch of innovation centers, where students and alumni can incubate their business ideas and collaborate on innovative projects with the purpose of converting them into start-up ventures. While incubators and accelerators are quintessential in Western academic contexts, educational institutions in emerging economies are lagging behind in the preparation of future-ready business leaders via the establishment of hubs that stimulate entrepreneurial intention and diffusion of innovation.Design/methodology/approachIn this conceptual paper, the authors seek to contribute to the development of entrepreneurial education ecosystems in less advanced regions of the world through the activation of university-based centers of innovation. The authors rely on a general review of the specialized literature to identify best practice insights pertaining to curriculum design and draw on the combined expertise of the authors’ research team in delivering entrepreneurship and innovation (under)graduate courses and executive education programs in emerging countries.FindingsThe authors conceptualize the mission, vision and curriculum of an innovation hub that can be adopted by any institution of higher education from transitional and emerging market settings to build powerful entrepreneurial mindsets in the future generation of innovative leaders. The proposed innovation hub curriculum incorporates a number of practically relevant and learning boosting activities, including the “So, You Think You Can Innovate?” competition, networking events and guest speakers and training seminars and workshops.Originality/valueTo keep up with changing industry dynamics and secure the relevance of their programs, institutions of higher education in emerging economies need to embrace entrepreneurial models of instruction. They ought to allocate temporal, physical and mental spaces and infrastructure to students to facilitate the generation of innovative concepts and encourage them toward commercialization.

Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children

2020 ◽  
pp. 49-69
Author(s):  
Richard G. Lambert
Keyword(s):  
Young Children ◽  
Formative Assessment ◽  
Assessment System ◽  
Formative Assessments ◽  
Test Validation ◽  
Measurement Properties ◽  
Validity Argument ◽  
Assessment Scores ◽  
Summative Assessments ◽  
Underlying Principle

The measurement properties of any assessment system should be rigorously examined as long as the measure is in use. Authentic formative assessments are not immune to this process. Messick provided a comprehensive theory of test validation that conceptualized validity as a unitary construct. He identified six distinct types of evidence that can support the inferences made from assessment scores, all of which are applied to the process of validating authentic formative assessment measures. The validation argument for direct summative assessments is compared to the distinct aspects of a validity argument to support formative assessments for young children. Specific sources of construct irrelevant variance in the information provided by authentic formative assessments are also outlined. The complex constellation of purposes for which authentic formative assessments have been developed is unified by a single underlying principle: usefulness to teachers.

Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

2020 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati ◽  
AB Prabowo Kusumo Adi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Formative Assessments ◽  
Assessment Model ◽  
Higher Order Thinking Skills ◽  
Learning Assessments ◽  
Proposed Model

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

Nonmuscle-Invasive Bladder Cancer: What's Changing and What has Changed

2017 ◽  
Vol 84 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Ramanitharan Manikandan ◽  
Oscar Rodriguez ◽  
Rubén Parada ◽  
Joan Palou Redorta
Keyword(s):  
Bladder Cancer ◽  
Best Practice ◽  
Disease Recurrence ◽  
Invasive Bladder Cancer ◽  
Current Status ◽  
Optimal Care ◽  
Medline Search ◽  
Select Group ◽  
The Future ◽  
Nonmuscle Invasive Bladder Cancer

Purpose Nonmuscle-invasive bladder cancer (NMIBC) is a challenging disease to manage primarily due to its varied clinical course. The management of NMIBC has witnessed a widespread change with respect to its diagnosis and treatment. Although transurethral resection (TUR) and adjuvant bacillus Calmette–Guerin (BCG) stills remain the cornerstone, newer protocols has come into vogue to achieve optimal care. On the basis of a literature review, we aimed to establish ‘what changes has already occurred and what is expected in the future’ in NMIBC. Methods A Medline search was performed to identify the published literature with respect to diagnosis, treatment and future perspectives on NMIBC. Particular emphasis was directed to determinants such as the quality of TUR and the newer modifications, Re-TUR, current status of newer macroscopic and microscopic imaging, role of urinary biomarkers, clinical, histologic and molecular predictors of high-risk disease, administration of intravesical agents, salvage therapy in BCG recurrence and the current best practice guidelines were analyzed. Results and Conclusions Optimal TUR, restaging in select group, incorporation of newer endoscopic imaging and judicious administration of intravesical chemo-immunotherapeutic agents can contribute to better patient care. Although there is a plethora of urinary markers, there is insufficient evidence for their use in isolation. The future probably lies in identification of genetic markers to determine disease recurrence, nonresponders to standard treatment and early institution of alternative/targeted therapy.

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 Addressing the medicines access challenge through balance, evidence, collaboration and transparency: key take-away lessons of the 4th PPRI Conference

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Sabine Vogler ◽  
Nina Zimmermann ◽  
Zaheer-Ud-Din Babar ◽  
Reinhard Busse ◽  
Jaime Espin ◽  
...  
Keyword(s):  
Best Practice ◽  
Access To Medicines ◽  
Health Technologies ◽  
Relevant Evidence ◽  
Practice Models ◽  
The Future ◽  
Pricing And Reimbursement ◽  
Multi Stakeholder

AbstractThe 4th PPRI Conference, held in Vienna in October 2019, addressed issues related to equitable and affordable access to medicines. A multi-stakeholder audience from around the globe discussed solutions and best practice models for current challenges such as high-priced medicines, limitations of current pricing and reimbursement policies and tight budgets for health technologies. A multi-faceted approach (so-called balance, evidence, collaboration and transparency/BECT strategy) was also discussed. This includes an improved balance of different interests and policy areas, generation of relevant evidence, collaboration between countries and stakeholders, and transparency, and was considered as the most promising pathway for the future.

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