scholarly journals Formative assessment in science teaching

2006 ◽  
pp. 73-75
Author(s):  
Stephen J Swithenby
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Action Learning ◽  
Learning Activities ◽  
Written Feedback ◽  
Careful Evaluation ◽  
Positive Assessment ◽  
The Many ◽  
Effective Use

The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessment changes achieved demonstrate that the approach of a framework based analysis and careful evaluation can be successful in improving the student experience. I will summarise some of the main conclusions of the project. One concerns the creation of written feedback that promotes learning rather than merely justifying marks. A second covers the effective use of peer assessment. Finally, I will outline the tools that the project has generated. These will remain available for others to undertake similar reform activities.

scholarly journals Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation

2021 ◽  
Vol 6 ◽  
Author(s):  
Nguyen Van Hai
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Performance Assessments ◽  
Learning Activities ◽  
Training Process ◽  
Teaching Learning

Student performance assessments play an important role in the training process. They reflect how well students performed their learning activities. The goals of assessment are multiple according to their functions. Among assessment forms currently applied at higher education institutions, the formative assessment shows its strength over others by offering great contributions to the innovation of teaching and learning activities. Appropriate use of this form of assessment leads to a successful teaching and learning process, and a much better result and quality of training. This paper focuses on the view of formative assessment management from teachers’ lenses in order to help adjust teaching/learning methods and curriculums. To learn more about the reality of formative assessment for English majors and how it is managed by various stakeholders, a questionnaire and interviews were used. The investigation's findings reveal a substantial lack of teacher knowledge of the nature and strengths of formative assessment. These findings also point to new ways to increase student motivation through the use of formative assessment.

Learning the Parallelogram Area With Technology Supported by Formative Assessment

2020 ◽  
pp. 206-225
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Investigation ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Mathematical Tasks ◽  
Written Feedback ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.

Gathering Information

2018 ◽  
pp. 34-58
Author(s):  
Brian P. Shaw
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Summative Assessment ◽  
Personal Communication ◽  
Verbal Response ◽  
Assessment Design ◽  
Assessment Techniques ◽  
Infinite Variety

This chapter details many ways of collecting information about student performance. Diagnostic assessment, formative assessment, and summative assessment all work together to inform teaching and learning throughout a lesson or unit. Summative assessment is what comes to mind when many people think of “assessment,” but summative assessment is the assessment type that supports learning the least. Assessment for learning, as opposed to assessment of learning, is the type of classroom assessment that helps students know where they are going, where they are now, and how to get there. Assessment design can improve validity. A nearly infinite variety of possible assessment methods, or ways to gather information, exists. The most common methods in schools can be categorized as selected response, written response, verbal response, performance or demonstration, personal communication, portfolios, quick formative assessment techniques, and self and peer assessment. Using a variety of methods helps to ensure curricular comprehensiveness.

scholarly journals DIGITAL APPS IN FORMATIVE ASSESSMENT: TODAY’S AID IN TEACHING AND LEARNING IN HIGHER EDUCATION

2020 ◽  
pp. 109-114
Author(s):  
Dr. John M. Zamen
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Performance Trends ◽  
Arduous Task ◽  
Or Groups ◽  
Teachers And Students ◽  
Improve Student Performance ◽  
Using Data ◽  
The Many

Assessment is an extensive topic that encompasses a wide variety of definitions within the field of education, and evaluating the effectiveness of many types of assessment is often an arduous task. Master, G. 2015 stated, “The fundamental purpose of assessment in education is to establish and understand the points that students (either as individuals or groups) have reached in their learning at the time of assessment’. Assessment is the process of gathering data. More specifically, assessment is the way instructors gather data about their teaching and their students’ learning (Hanna, G and Dettmer, P, 2004).There are many different forms of assessment, each with their own specific purpose. Determining what kind of assessment is most effective is highly dependent on the purpose of the data a teacher is trying to collect. Since assessment is often used in making major decisions, there is a great deal of discussion regarding strategies that could improve student performance. Trends in formative assessment and using data to positively impact student learning has become an integral part of a teacher’s everyday and ongoing practice. This article addresses formative instructional practice and the many strategies, techniques and tools available to both teachers and students. These tools and apps give teachers and students many options and opportunities for classroom success. KEYWORDS: Formative assessment, summative assessment, assessment of learning, formative assessment apps.

scholarly journals FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 114-117
Author(s):  
Iryna Perishko
Keyword(s):  
Formative Assessment ◽  
Language Proficiency ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Language Assessment ◽  
Self Assessment ◽  
English Classes ◽  
Development Assessment

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

Management of Hemophilia in France

1976 ◽  
Vol 35 (03) ◽  
pp. 553-558 ◽  
Author(s):  
Jean-Pierre Allain
Keyword(s):  
Home Care ◽  
Replacement Therapy ◽  
The Other ◽  
Blood Components ◽  
Careful Evaluation ◽  
Viii And Ix ◽  
Effective Use ◽  
General Care

SummaryTwo important factors concerning the management of hemophilia in France are considered.The supply of factors VIII and IX for replacement therapy meets the current demand but as the demand increases with the development of self-infusion programs, the production will also have to increase. This can only be done through more effective use of all of the blood components and will require careful evaluation of the needs of each patient.Programs which teach self-infusion and the other aspects of home care are gradually allowing the hemophiliac and his family better understanding of the disease. These programs are developing slowly in France but must be expanded to improve the general care of all French hemophiliacs.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

IMPLEMENTASI PENGEMBANGAN KECERDASAN SPIRITUAL ANAK MELALUI METODE PEMBIASAAN DI SD ISLAM PLUS MASYITHOH KROYA KABUPATEN CILACAP

2018 ◽  
Vol 7 (2) ◽  
pp. 157-176
Author(s):  
Fita Tri Wijayanti
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Field Research ◽  
Routine Activities ◽  
Spiritual Intelligence ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Special Events ◽  
Grade 5 ◽  
Analysis Technique

This study aims to describe and analyze it critical about the implementation of the development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya, Cilacap district. This type of research is field research or field research. This research is presented in descriptive form with the aim to describe a process that occurs in the field. While the approach taken is a qualitative approach. Data collection techniques used: observation, interviews, and documentation. While the data analysis technique uses the Miles and Huberman Model, which consists of: Data Reduction, Data Display and Verification (Conclusion Drawing). The results of this study found that the forms of development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya were divided into two activities, namely: first, programmed habituation activities, including extracurricular activities scheduled every Saturday namely extracurricular tilawah, tambourine and calligraphy . In addition, outdoor learning, activities that have been scheduled each year for grade 5 (five) students, are religious tourism. Second, habituation activities are not programmed in the development of children's spiritual intelligence through habituation methods. a) routine activities, carried out continuously and scheduled. The routine activities include: morning munajat activities (asmaul husna, daily prayers, tartil juz 30, and memorizing selected hadith) which are carried out before teaching and learning activities, dhuha prayer, dzuhur prayer in congregation, and social service activities, b) spontaneous namely activities that occur when experiencing special events. In this case the spontaneous activities carried out included: greeting, apologizing before asking for help, always dhikr, and thanking, c) exemplary is a habituation activity shown by the teacher in daily actions. Exemplary here is shown by the performance of the teacher both in the classroom providing subject matter as well as outside the classroom.

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