scholarly journals Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 851
Author(s):  
Jhony Alexander Villa-Ochoa ◽  
Jonathan Sánchez-Cardona ◽  
Paula Andrea Rendón-Mesa
Keyword(s):  
Mathematical Modeling ◽  
Formative Assessment ◽  
Thematic Analysis ◽  
Mathematics Teaching ◽  
Assessment Tool ◽  
Class Management ◽  
Points Of View ◽  
Teaching Problem ◽  
Collective Construction ◽  
Assessment Strategies

This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.

Structured Long Interview and Clinical Examination (SLICE) as Formative Assessment Tool in Clinical Clerkship: Medical Students Perspective

2021 ◽  
pp. 1-16
Author(s):  
Wajiha Shadab ◽  
Amna Ahmed Noor ◽  
Saira Waqqar ◽  
Gul Muhammad Shaikh
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Thematic Analysis ◽  
Assessment Tool ◽  
Clinical Skills ◽  
General Medicine ◽  
Sampling Technique ◽  
Clinical Clerkship ◽  
Primary Investigator ◽  
Skills Learning

Abstract Objective: This study aimed to assess the medical students’ opinions and views on undertaking SLICE as a formative assessment. Methods: This was a qualitative, exploratory study. Purposive sampling technique was used to select final year medical students who have undertaken a formative assessment through SLICE in their clerkship rotation. Total 32 students participated in this study .Four sets of focus group discussions (FGD) were conducted from medical students who had recently gone through their clinical clerkship modules for Pediatrics, General Medicine, General Surgery and Gynecology& Obstetrics. Each recorded FGD was transcribed verbatim. Thematic analysis was conducted manually. Themes were identified from the transcribed data, coded and analyzed. In order to achieve adequate coding and researcher reliability, investigator triangulation was performed. The initial thematic analysis was performed by the primary investigator. Thereafter, two more investigators independently analyzed the data. Before the data was finalized, all the three investigators reached a final consensus upon the themes that had emerged, ensuring triangulation of the analyzed data. Results: A four staged thematic analysis was conducted, in which five major themes and five sub-themes emerged. The main themes being: Purpose, Learning, Timing, Relevancy and Fairness of SLICE. Conclusion: The students generally thought that SLICE was effective in enhancing their clinical skills learning and should be conducted more frequently with minor adjustments. Continuous...

scholarly journals Pedagogical Diary – More than a Formative Assessment Tool in Initial Teacher Training?

2019 ◽  
pp. 59-81
Author(s):  
Venera-Mihaela COJOCARIU ◽  
◽  
Gabriel MARES ◽  
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Initial Teacher Training

scholarly journals “Nothing is ever easy”: Parent Perceptions of Intensity in Their Gifted Adolescent Children

2019 ◽  
Author(s):  
Kate Guthrie
Keyword(s):  
Thematic Analysis ◽  
Challenging Behaviors ◽  
Parent Perceptions ◽  
Interview Study ◽  
Gifted Children ◽  
Asynchronous Development ◽  
Depth Interview ◽  
The World ◽  
Points Of View ◽  
Insight Into

Due to asynchronous development, gifted children often experience the world differently than their same-aged peers. Some experience unique intensities, or overexcitabilities, that render modifications in teaching and parenting. These intensities typically take on characteristics of emotional, intellectual, imagination, psychomotor, or sensual overexcitability. In this in-depth interview study, I explored parent perceptions of intensity in their gifted adolescent children. Three mothers participated and completed the Overexcitability Inventory for Parents-Two (OIP-II) prior to each interview. The parent responses to the OIP-II served as an elicitation device to begin our conversations. Thematic analysis revealed three main themes among the participants’ perceptions: (1) challenging behaviors of intense gifted children, (2) consequences of intensity, and (3) a parent’s search for understanding. These findings inform the understanding of intensity and overexcitability from parents’ points of view and provide insight into how intense gifted children behave outside of the classroom. I conclude the article with questions to consider regarding how to better support parents of young gifted children.

scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

A Study of the Implementation of Formative Assessment in Three Large Urban Districts

2019 ◽  
Vol 56 (6) ◽  
pp. 2408-2438 ◽  
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld ◽  
Janet B. Walton
Keyword(s):  
Formative Assessment ◽  
Effective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Public School Districts ◽  
Master Teachers ◽  
Policy Makers ◽  
Frequency Of Use ◽  
Urban Public School ◽  
Assessment Strategies

In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed.

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