scholarly journals EFFECTIVE FEEDBACK TO THE INSTRUCTOR FROM ONLINE HOMEWORK

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Gerd Kortemeyer ◽  
Matthew Hall ◽  
Joyce Parker ◽  
Behrouz Minaei-Bidgoli ◽  
Guy Albertelli ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Online Homework ◽  
Feedback Mechanisms ◽  
Effective Feedback ◽  
Online Formative Assessment

The paper describes different feedback mechanisms available to instructors during the deployment of online formative assessment exercises.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

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.

scholarly journals Students generate items for an online formative assessment: Is it motivating?

2016 ◽  
Vol 39 (3) ◽  
pp. 315-320 ◽  
Author(s):  
Rianne Poot ◽  
Renske A. M. de Kleijn ◽  
Harold V. M. van Rijen ◽  
Jan van Tartwijk
Keyword(s):  
Formative Assessment ◽  
Online Formative Assessment

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 Individualized, Interactive Instruction (3 I): An Online Formative Assessment And Instructional Tool

2020 ◽  
Author(s):  
Andre Encarnacao ◽  
Paul Espinosa ◽  
Lawrence Au ◽  
Lianna Johnson ◽  
Gregory Chung ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Instructional Tool ◽  
Interactive Instruction ◽  
Online Formative Assessment

scholarly journals Analysis of Implementation and Perception of Online Formative Assessment on Students’ Speaking Skill at Sukasada

2021 ◽  
Vol 2 (1) ◽  
pp. 41-49
Author(s):  
Gusti Ayu Agung Tania Gautami ◽  
Made Hery Santosa
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Language Skills ◽  
Point Of View ◽  
Learning Objectives ◽  
Formative Assessments ◽  
English Teacher ◽  
Speaking Skill ◽  
Online Formative Assessment

This study investigated the perspective and the implementation of formative assessments by the teacher to the students in the SMPN 1 Sukasada. There were 1 English teacher and 11 students investigated as the informants. The data gained through closed-ended questionnaires and the teacher was interviewed by using Whatsapp chat. The result of this study shows that the teacher cannot assess the students’ speaking skill during this pandemic. In the point of view of students, they thought that speaking is important but, they do not have any gadgets to support their improvement in speaking skill. Based on this result the teacher has important role in developing the students’ language skills in order to achieve the objectives of the learning. The students also should be able to manage themselves during online learning. It is very challenging for both of participants in achieving the successes of the learning objectives.

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

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