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 Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

Below the Bar: Profiles of Students who Fail State Reading Assessments

2002 ◽  
Vol 24 (3) ◽  
pp. 219-239 ◽  
Author(s):  
Marsha Riddle Buly ◽  
Sheila W. Valencia
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Teaching And Learning ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Instructional Approaches ◽  
State Tests ◽  
Reading Abilities ◽  
Improve Student Performance ◽  
State And Local

State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

Why aren’t teachers using formative assessment? What can be done about it?

2020 ◽  
Vol 14 ◽  
pp. 112-136
Author(s):  
Elizabeth Bond ◽  
◽  
Geoff Woolcott ◽  
Christos Markopoulos ◽  
◽  
...  
Keyword(s):  
Formative Assessment ◽  
School System ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Assessment Framework ◽  
Effective Implementation ◽  
Whole School ◽  
Teachers And Students ◽  
Whole School Approach ◽  
Nature Of Teaching

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation.

scholarly journals Using Mobile-based Formative Assessment in ESL/EFL Speaking

2021 ◽  
Vol 9 (1) ◽  
pp. 117
Author(s):  
Mahedi Hasan ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Widespread Application ◽  
Effective Utilization ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Speaking Skill ◽  
Good Number

With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online.

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.

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 School testing culture and teacher satisfaction

2020 ◽  
Author(s):  
William C. Smith ◽  
Jessica Holloway
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teaching And Learning ◽  
Teacher Satisfaction ◽  
Past Research ◽  
Pool Data ◽  
Positive Effects ◽  
Using Data ◽  
Indirect Relationship ◽  
The Relationship

Abstract Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

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