scholarly journals E-Portfolios as Formative Assessment

2021 ◽  
Author(s):  
Nuño Aguirre de Cárcer Girón ◽  
Arturo Mendoza
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Digital Tools ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Digital Portfolios ◽  
Promising Area ◽  
Methodological Principles

This chapter proposes the use of digital portfolios, an innovative formative assessment practice, in the area of the humanities. An initial discussion on the importance of formative assessment practices that integrate digital tools is followed by a detailed description of the methodological principles of portfolios and how to design them, and how to integrate the digital component in its design. We conclude that assessment as reading, as opposed to the traditional summative assessment of reading, is a promising area of innovation in the pedagogy of the Humanities.

scholarly journals Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

2021 ◽  
Vol 6 ◽  
Author(s):  
Gunilla Näsström ◽  
Catarina Andersson ◽  
Carina Granberg ◽  
Torulf Palm ◽  
Björn Palmberg
Keyword(s):  
Decision Making ◽  
Formative Assessment ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Learning Activities ◽  
Behavioral Engagement ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Assessment Practice ◽  
Knowledge And Skills

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

Summative Literacy Assessments and How They Imagine Children

2020 ◽  
pp. 368-390
Author(s):  
Catherine Compton-Lilly ◽  
Kerryn Dixon ◽  
Hilary Janks ◽  
Annette Woods
Keyword(s):  
United States ◽  
South Africa ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Literacy Learning ◽  
The United States ◽  
The Other ◽  
Assessment Practices ◽  
Literacy Assessments ◽  
The World

As an international team of scholars, we have individually and collectively encountered a range of summative and formative assessment practices. Some of these assessment practices have originated from other parts of the world as policy practices increasingly entail global borrowing. We open this chapter with two compelling views of childhood; one places the onus on leading, directing, and controlling children's learning; the other views learning as idiosyncratic, unpredictable, and stunningly contingent on each child's vision of the world. We then introduce readers to a summative assessment associated with three countries (Australia, South Africa, and the United States) to explore how the use of these assessments contributes to the proliferation of particular views of childhood. Finally, we discuss the use of three formative literacy assessments that have gained international attention and present alternative visions of childhood and literacy learning.

scholarly journals ASSESSMENT PRACTICES IN FOUR YEARS TEACHER EDUCATION PROGRAMS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Afshan Huma, Anjum Akhtar
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Teacher Education Programs ◽  
Assessment Practices ◽  
Education Programs ◽  
Khyber Pakhtunkhwa ◽  
Assessment Techniques ◽  
Teacher Education Institutions

It was aimed and claimed during the teacher education curriculum reform in Pakistan 2010, that formative and summative assessment and evaluation will be improvised at teacher education institutions, to meet the quality of teacher education programs. The study at hand was conducted in two provinces of Pakistan to review the assessment practices within new four years teacher education programs offered between 2010 - 2018 in two provinces –Punjab and Khyber Pakhtunkhwa. Teachers, students and heads of the institutions were included in the sample of study. Mixed method research design was opted to explore the practices and difference among institutional practices. The findings of the study revealed that Teacher Education Institutions in Punjab practiced more of the modern assessment techniques and yielded better results than Teacher Education Institutions in Khyber Pakhtunkhwa. It was further revealed that Teacher Education Institutions in Private sector practiced formative assessment better than Teacher Education Institutions in the Public sector; while the institutions in public sector were focused more on summative assessment technique. It was concluded that the institutions focusing on modern and formative assessment stemmed into better learning opportunities provided to prospective teachers as compared to the institutions practicing only traditional and summative assessment techniques.

scholarly journals Utilizing summative test for improving the quality of teaching and learning - a direction of applying formative assessment in high school

2019 ◽  
Vol 3 (2) ◽  
pp. 52-56
Author(s):  
Duy Duc Phan ◽  
Yen Thi Hai Nguyen
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Practice ◽  
Quality Of Teaching ◽  
Dominant Period ◽  
Teaching And Learning Quality ◽  
Improving Teaching And Learning

Formative assessment plays a crucial role in improving the quality of teaching and learning process. However, this activity has superficially concerned in Vietnam whilst summative assessment (specifically the summative tests) has experienced a long dominant period for assessing student’s academic achievement. This paper highlights the outstanding issues of formative assessment practice in real context teaching. In addition, we present some implementation measures to use summative tests for improving teaching and learning quality in high school. Proposed examples in this article are illustrated in Biology teaching.

scholarly journals Avaliação em Educação Física: O Que Sabemos? Onde Estamos? Para Onde Queremos Caminhar?

2019 ◽  
Vol 5 (3) ◽  
pp. 46-52
Author(s):  
Paula Batista
Keyword(s):  
Physical Education ◽  
Formative Assessment ◽  
Collaborative Work ◽  
School Context ◽  
Summative Assessment ◽  
Assessment Practices ◽  
Educational Context ◽  
Traditional Assessment ◽  
Double Function

The assessment problematic in the educational context is the opening point of this reflection. Starting from a characterization of the assessment practices that have prevailed in the school context and the demands of the new curricular configuration in Portugal, is defend an evaluation perspective that enhances learning, in detriment of an assessment centered on the results and the traditional assessment types, where the summative assessment prevails. The text unfolds around three questions - where are we? What do we know? Where do we want to go? - seeking to deconstruct the entrenched idea that assessment is synonymous of classification, defending the value of formative assessment in a double function: to inform the teacher and students, in a dynamic collaborative work. At Physical Education is emphasize the need to value the experiential component along with the functional and propositional components. The need for an alignment between curriculum, pedagogy and assessment, and student involvement throughout whole the process, is the target that should be achieved.

Fostering Interactivity through Formative Peer Assessment in (Web-Based) Collaborative Learning Environments

2011 ◽  
pp. 375-395 ◽  
Author(s):  
Jan-Willem Strijbos ◽  
Theresa A. Ochoa ◽  
Dominique M.A. Sluijsmans ◽  
Mien S.R. Segers ◽  
Harm H. Tillema
Keyword(s):  
Collaborative Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Peer Assessment ◽  
Assessment Practices ◽  
Instructional Approach ◽  
Assessment Practice ◽  
Web Based ◽  
Extant Literature ◽  
Learning Contexts

Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode of assessment that perfectly fits the purpose of collaborative learning. As such, the authors purposefully depart from the more traditional application of assessment as a summative tool and advocate the consideration of formative peer assessment in collaborative learning. This shift towards formative assessment they believe has the potential to enhance learning. Their goal in this chapter is to review both shortcomings of current peer assessment practice as well as its potential for collaborative learning. Interactivity is central to foster the alignment between assessment and collaborative learning and the authors present a set of guidelines derived from research for increasing interactivity through formative peer assessment among peers in collaborative learning contexts.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

scholarly journals Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'

2017 ◽  
Vol 14 (3) ◽  
pp. 5-18
Author(s):  
Don Houston ◽  
◽  
James N. Thompson ◽  
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Student Perceptions ◽  
Summative Assessment ◽  
Communication Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Of Learning ◽  
Outcome Information ◽  
Professional Disciplines

Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.

Pupil Assessment Perceptions and Practices of Secondary Teachers

1988 ◽  
Vol 7 (4) ◽  
pp. 327-342 ◽  
Author(s):  
Mary Lou Veal
Keyword(s):  
Formative Assessment ◽  
Secondary Teachers ◽  
Summative Assessment ◽  
Assessment Instruments ◽  
Assessment Practices ◽  
Specific Assessment ◽  
Field Notes

Noting that current research has revealed a substantial gap between pupil assessment theory and the practices of secondary teachers, this study examined not only what teachers are doing, but also why they select and use certain practices. Assessment was observed in at least three classes for each of 13 selected secondary teachers, and descriptions of specific assessment practices were obtained through formal and informal interviews. School documents and teacher-developed assessment instruments were also examined in order to add depth to descriptions. The bulk of the data consisted of field notes from interviews and observations, which were analyzed qualitatively. Frequency indices were also prepared to allow easier viewing of patterns in the data. Ninety specific assessment practices were identified. Of the 90 total instances, 16% were preassessment, 30% were formative assessment, and 54% were summative assessment. Analysis of emergent themes indicated that teachers’ assessment practices were influenced by the effort and improvement of their students, and that teachers individualized their assessments. Teachers also identified conditions under which they used assessment including the determination of the purpose or utility of each technique as well as efficiency of administration.

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