scholarly journals The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

2019 ◽  
Vol 10 (1) ◽  
pp. 259-270
Author(s):  
Nesreen Alahmadi ◽  
Musaad Alrahaili ◽  
Doniazad Alshraideh
Keyword(s):  
Formative Assessment ◽  
Speaking Test ◽  
Saudi Students ◽  
The Impact

scholarly journals The Impact of the Formative Assessment in Speaking Test on Saudi Students’ Performance

2019 ◽  
Author(s):  
Nesreen Alahmadi ◽  
Musaad Alrahaili ◽  
Doniazad Alshraideh
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
English Language ◽  
First Year ◽  
Speaking Test ◽  
Saudi Students ◽  
Constructive Feedback ◽  
Speaking Assessment ◽  
Core Module ◽  
The Impact

The current research takes place at the English language department at Taibah University, Saudi Arabia, where all students are enrolled in undergraduate studies and must study English language course as a core module in their first year. One of the most challenging tests faced by Saudi students in their studies, is the summative speaking test. The test is consisting of three tasks in which students required to go through them all. Accordingly, there is a need to seek approaches to enhance students’ performance in the speaking test. In other words, formative assessment has not been used to overcome the challenges faced by the Saudi students at Taibah University in the speaking test. This research aims to investigate whether a formative speaking assessment has a significant impact on students’ performance in the summative test. Also, it aims to monitor student learning and to provide constructive feedback that can be used by teachers to improve students’ learning and help the students to identify their strengths and weaknesses in speaking skills. This study concludes that formative assessment helps Saudi students to overcome the challenges they face in speaking test. It is also recommend constructive feedback to improve their speaking performance.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The impact of formative assessment activities on the development of teacher agency in mathematics teachers

2018 ◽  
Vol 38 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Adri van der Nest ◽  
◽  
Caroline Long ◽  
Johann Engelbrecht ◽  
◽  
...  
Keyword(s):  
Formative Assessment ◽  
Mathematics Teachers ◽  
Teacher Agency ◽  
The Impact ◽  
Assessment Activities

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.

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 The Impact of Internet Experience and Attitude on Student Preference for Blended Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 65 ◽  
Author(s):  
Majed Gharmallah Alzahrani ◽  
John Mitchell O’Toole
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Learning Environments ◽  
Demographic Variables ◽  
The Internet ◽  
Learning Approaches ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Student Preference ◽  
The Impact

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, inan attempt to determine the impact of these experiences and attitudes on their view of the implementation of blendedlearning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an onlinequestionnaire. The results reveal that students have both experience with and positive attitudes towards using theInternet. Demographic variables had no effect on these attitudes, but experience variables showed significant effects.Interestingly, there were mixed interactions regarding student study year; negatively with Internet experience andpositively with preference for the implementation of blended learning. Neither experience with the Internet norprogram of study appeared to influence student preference for blended learning but age, study year, and attitudestowards the Internet were associated with positive attitudes towards blended learning. Importantly, students in thepresent study supported the implementation of blended learning, but not entirely online learning. Student attitudestowards the Internet in general appeared to influence their attitude to learning approaches that use the Internet inblended learning environments. Discussion of these results is presented with suggested implications.

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