scholarly journals Critical and formative evaluation in secondary education students.

PARADIGMA ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 279-298
Author(s):  
Luz Aide Figueroa Zapata ◽  
Luz Marina LLanos Díaz
Keyword(s):  
Formative Evaluation ◽  
Assessment System ◽  
Assessment Process ◽  
Research Strategies ◽  
Education Students ◽  
Motivation For Learning ◽  
Qualitative Descriptive ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Descriptive Method

This study describes the approaches that a private educative institution has about teaching, learning and assessment process. Its curriculum includes a rigorous document with evaluation policies, the SIEE (Institutional Assessment System) is offering a formative evaluation, critical thinking and analytical formation on students. The research was directed finding what kind of assessment is done, student`s considerations about assessment, and motivation for learning. A qualitative descriptive method was used (Hernández et all, 2010). And the analyses includes descriptive statistics, questionnaires, open interviews, observation protocols, and literature analysis. The paper concludes that some teachers are not involved in the contextual dynamics of learning, nor do they take into account the interests of students. So, this leads to warning that today's teachers must be updated and conduct teaching through dynamic and motivational research strategies. In this case, the proposed transformative pedagogical model and critical formative assessment will have sense on students and therefore, in our society. 

scholarly journals Experiencia de evaluación formativa y compartida en el Máster Universitario en Formación del Profesorado de Educación Secundaria

2017 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Nuria Ureña Ortín ◽  
Encarnación Ruiz Lara
Keyword(s):  
Physical Education ◽  
Formative Evaluation ◽  
Core Competencies ◽  
Assessment System ◽  
Initial Assessment ◽  
Shared Resources ◽  
Whole Process ◽  
The Subject ◽  
Teaching Learning ◽  
Assessment Questionnaire

Resumen: El objetivo del presente trabajo es describir y presentar los resultados de una experiencia de evaluación formativa y compartida en la asignatura Evaluación y recursos en la enseñanza de la Educación Física del Máster Universitario en Formación del Profesorado de Educación Secundaria, especialidad de Educación Física. Junto a este sistema de evaluación, se han desarrollado metodologías activas. Los instrumentos de evaluación utilizados fueron los siguientes: cuestionario de evaluación inicial, cuestionario de autoevaluación, de evaluación del profesor y el proceso por parte del alumno, cuestionario de evaluación final de la asignatura, diario del profesor, carpeta individual y trabajo grupal. Se analizaron las ventajas e inconvenientes encontrados, y la relación de estas variables con la carga de trabajo del alumnado y del profesorado. Las principales conclusiones son que, a pesar de la necesidad de introducir mejoras, se ha implicado al alumnado en su proceso de aprendizaje y en el desarrollo de un trabajo autónomo y cooperativo, por lo que se ha favorecido la adquisición de mayores niveles de aprendizaje, así como de competencias básicas para el ejercicio profesional y el aprendizaje permanente. Además, se ha articulado todo el proceso de enseñanza - aprendizaje al establecer la conexión entre competencias, sistema de evaluación y metodología utilizada. Formative and shared assessment experience in the University Master in Secondary Abstract: The aim of this paper is to describe and present the results of a formative evaluation experience in the subject and shared resources assessment and the teaching of Physical Education Master’s Degree in Teacher Education Secondary Education with a specialty in Physical Education. Alongside this system of evaluation methodologies have been developed active. The evaluation instruments used were: initial assessment questionnaire, self-assessment questionnaire, evaluation of the teacher and the process by the student’s final evaluation questionnaire of the subject, the teacher daily, individual and group work folder. We analyzed the advantages and problems encountered, and the relationship of these variables with the workload of students and faculty. The main conclusions are that, despite the need for improvements, has involved the students in their learning process and the development of autonomous and cooperative work, so that has favored the acquisition of higher levels of learning, as well as core competencies for professional practice and lifelong learning. It has also articulated the whole process of teaching - learning to make the connection between competence assessment system and methodology.

scholarly journals Analisis Pelaksanaan Penilaian pada Pembelajaran Tematik Bermuatan IPS Kelas IV SD Negeri 1 Sekarsuli Bantul

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Windi Luqianingrum ◽  
Heri Maria Zulfiati
Keyword(s):  
Social Studies ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Tools ◽  
Assessment Process ◽  
Cognitive Domain ◽  
Content Assessment ◽  
Fourth Grade Students ◽  
Long Time ◽  
Qualitative Descriptive

This is a qualitative descriptive study which aims to find out the implementation of assessment in social science-thematic earning in fourth grade students of SD Negeri 1 Sekarsuli Bantul. The results of data collected show that: (1) The form of assessment used are cognitive, affective and psychomotor domains. (2) The implementation of assessment on thematic learning with social studies is carried out when learning takes place and outside of learning, (a) The cognitive domain, including written tests including daily tests, PTS and PAS. (b) The affective domain includes observation, self-aseessment and peer-to-peer assessment. (c) The psychomotor domain includes the performance assessment in groups. (3) Supporting factors and obstacles to the implementation of the assessment include, supporting factor include the existence of education and training, training and workshops related to assessment, the existence of assessment tools and instruments that facilitate teachers, and the existence of school facilitates to support assessment. While the inhibiting factors in the complexity of the assessment system. This result in the teacher experiencing difficulties in developing assessment, the state of students who did not support the assessment process, the implementation of social studies content assessment took a long time.

scholarly journals Formative assessment and documentation of history taking in pediatrics: a comparative study

2018 ◽  
Vol 5 (2) ◽  
pp. 621
Author(s):  
Arun Kumar T. ◽  
Sangeeta A. ◽  
Rashmi R. ◽  
Jyothi S. ◽  
Anbu N. Aravazhi ◽  
...  
Keyword(s):  
Comparative Study ◽  
Formative Assessment ◽  
Formative Evaluation ◽  
Low Achievers ◽  
Assessment Process ◽  
History Taking ◽  
Case Record ◽  
Areas Of Concern ◽  
And Performance ◽  
Teaching Learning

Background: Medical educators have valid concerns over the deteriorating documentation skills of medical students after obtaining a pediatric history. Formative assessment enhances learning by providing feedback to the learners. Though formative assessments are popular in medical education, data to establish their educational benefits are lacking. This study was conducted to assess the areas of concern in pediatric history taking and to determine the effect of formative assessment on documentation skills.Methods: This comparative study involved 80 MBBS students of eighth semester during pediatric clinical postings of one-month duration. At the end of first session, students interviewed a standardized patient and documented the history in a case record. Marks were awarded based on the check list. Feedback was imparted based on the case record. Students’ perception was collected through the questionnaire. The same teaching learning methodology was carried out in the second session. Data obtained from the questionnaire and marks scored was analysed.Results: Documentation of growth and development (1.89 + 0.59), immunization history (2.01 + 0.53) were the concern areas identified in our study. Among 80 students, the low achievers in the first and second session was 66 and 13 respectively. The perception of students about their repertoire of interviewing skills was statistically significant (p <0.05). Formative evaluation had a statistically significant effect on the knowledge and performance of students, particularly low achievers (p <0.05).Conclusions: Formative assessment process identified the areas of concern in pediatric history taking and enhanced the documentation skills following immediate feedback. It had a beneficial effect on the students’ confidence, enthusiasm, learning and performance.

scholarly journals An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education

2020 ◽  
Author(s):  
Jeffrey Buckley ◽  
Donal Canty ◽  
Niall Seery
Keyword(s):  
Technology Education ◽  
Comparative Judgment ◽  
Assessment Process ◽  
Education Students ◽  
Design Assessment ◽  
Level Data ◽  
Reliable Assessment ◽  
Design Activities ◽  
Teaching Learning ◽  
Work Done

The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a 1st year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e., the amount of work done, can significantly predict performance (R2 = .333, p &lt;.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (φ = .082, p &lt;.01) and that there was need to use varying criteria in the assessment of design outputs.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4293 ◽  
2019 ◽  
Vol 16 ◽  
pp. 143-151
Author(s):  
John English ◽  
Tammy English
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4294 ◽  
2019 ◽  
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals THE SPIRIT OF SPORT: EXPLORING SPORTSMANSHIP AMONG PHYSICAL EDUCATION STUDENTS

2021 ◽  
Vol 3 (2) ◽  
pp. 257-266
Author(s):  
Louie Galvez Giray
Keyword(s):  
Physical Education ◽  
Data Gathering ◽  
Survey Questionnaire ◽  
Education Students ◽  
Social Conventions ◽  
Physical Education Students ◽  
Reliable Instrument ◽  
Qualitative Descriptive ◽  
Spirit Of Sport ◽  
Descriptive Method

This research was conducted to explore the perception of physical education students in a Philippine school about sportsmanship. It particularly dealt with respect (1) for the opponent, (2) for rules and officials, and (3) for social conventions. This research used a qualitative descriptive method of research, with survey-questionnaire as the main data gathering tool. It was adapted from a valid and reliable instrument known as multidimensional sportspersonship orientations scale. In regard to respect for social conventions, participants perceived themselves as people who rarely congratulate the opponent, and infrequently shake hands with the opponent’s coach when they lose. Respect for the rules and the officials got good scores. Respect and concern for the opponent got low scores. They professed that they rarely do necessary actions when an opponent is unjustly penalized, hurt, or forgets his or her equipment. To achieve victory does not solely undermine character. It can be a good avenue to harness physical improvement and love for the sports. However, when the virtue of sportsmanship is discounted and forgotten, the result can be disadvantageous or even disastrous. Conclusions and recommendations were presented.

scholarly journals AN INTERLANGUAGE ERROR ANALYSIS: A FORMATIVE EVALUATION FOR FRESHMEN

2017 ◽  
Vol 11 (1) ◽  
pp. 77
Author(s):  
Yuli Tiarina
Keyword(s):  
Error Analysis ◽  
Formative Evaluation ◽  
English Department ◽  
Research Needs ◽  
Writing Test ◽  
Quantitative Calculation ◽  
Cloze Procedure ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Descriptive Method

This paper aims at finding the interlanguage errors made by the freshmen of English Department of Universitas Negeri Padang. This research needs to be conducted since the result can become a formative evaluation for lecturers in teaching English for the freshmen. The method used in this reserach is a qualitative-descriptive method, supported by simple quantitative calculation. The data were taken from students’ mid term examination. The mid term examination included multiple choice, cloze procedure and composition or writing test. In writing test, the students were asked to write a one-paragrah composition. There were 6 (six) classes participaed in the test. One class was randomly taken as a sample A Target Modification Taxonomy by James (1998)  is used to analyze and describe the errors. It analyzes what types of errors made most by the subject of this study. It was found that the most commonly made interlanguage errors by the freshmen  are omission.Key words:  Error analysis; Interlanguage; Target Modification Taxonomy; ANALISA KESALAHAN INTERLANGUAGE: EVALUASI FORMATIF UNTUK MAHASISWA TAHUN PERTAMAAbstrakArtikel ini bertujuan untuk menemukan kesalahan interlanguage yang dibuat oleh mahasiswa baru atau tahun pertama Jurusan Bahasa Inggris Universitas Negeri Padang. Penelitian ini perlu dilakukan karena hasil darai penelitian ini bisa dijadikan sebagai evaluasi formatif dari dosen untuk mahasiswa tahun pertama. Penelitian ini adalah penelitian deskriptif kualitatif, didukung oleh perhitungan kuantitatif sederhana. Data berasal dari nilai ujian tengah semester mahasiswa. Jenis tes yang digunakan adalah pilihan ganda, melengkapi kalimat rumpang dan ujian menulis. Dalam ujian menulis, mahasiswa diminta untuk menulis satu buah paragraf. Ada 6 (enam) kelas yang terlibat dalam penelitian ini. Satu kelas diambil sebagai kelas sampel. Target Modification Taxonomy oleh James (1998) digunakan dalam menganalisa dan mendiskripsikan jenis kesalahan yang dibuat oleh mahasiswa. Penelitian ini menemukan bahwa jenis kesalahan yang paling banyak dibuat oleh mahasiswa adalah omission.Kata Kunci:  Error analysis; Interlanguage; Target Modification Taxonomy;

scholarly journals The Use of Code-Switching and Code-Mixing in English Teaching-Learning Process

DEIKSIS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 82
Author(s):  
Rika Novianti ◽  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Code Switching ◽  
Teaching English ◽  
English Teaching ◽  
Code Mixing ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Teaching Learning ◽  
Descriptive Method

<p>The research aims to find out types of code-switching and code-mixing, the functions of code-switching and code-mixing in the English teaching-learning process. The method of this research is a qualitative descriptive method. The data source is English teachers’ utterances in teaching English as a foreign language, the teacher’s language of instructions. The results of the research are: 1) the students and teachers used code-switching and code-mixing in the process of communication in the classroom; 2) in code-switching, they used inter- sentential, intra- sentential, and tag switching; 3) in code-mixing, they used alternation and insertion; 4) the functions of code-switching include reiteration, message qualification, personalization, referential, and poetic; 5) the function of code-mixing is to draw students’ attention in learning. The findings imply that code-switching and code-mixing are necessary to facilitate learning.</p>

scholarly journals EVALUASI IMPLEMENTASI KURIKULUM 2013 DI SD PILOTING KABUPATEN KAMPAR

2021 ◽  
Vol 5 (2) ◽  
pp. 38
Author(s):  
Herman Hidayat ◽  
Caska Caska ◽  
Dudung Burhanuddin
Keyword(s):  
Curriculum Implementation ◽  
School Principals ◽  
Evaluation Model ◽  
Analytical Techniques ◽  
Assessment Process ◽  
Timely Manner ◽  
Evaluation Approach ◽  
Student Manual ◽  
Qualitative Descriptive ◽  
Descriptive Method

This study aims to evaluate the implementation of the 2013 Curriculum in SD piloting Kampar District. This type of research uses a qualitative descriptive method with an evaluation approach based on curriculum implementation regulations. This evaluation model aims to find out the main tasks and functions of school principals, teachers, education staff and school supervisors in carrying out their duties. 2. The technique of collecting data uses the method of interview, observation and documentation. Data analytical techniques use descriptive analytical models.The results of the study show that from contex evaluation (1) the principal tasks and functions of the principal have been well implemented, but have not been maximized. Likewise the teacher has made the administration of learning well, still needs to be improved in the learning and assessment process. From the input evaluation, the teacher and student manual was not carried out because the books were not available in a timely manner. Teacher and principal training is running well Based on the results of the contex evaluation, the learning process is going pretty well. While the assessment process is going well. The results of the evaluation of the results obtained are that many school residents are happy with the presence of K13 after running in the third year. The results of the study show that there are still obstacles in the implementation, therefore a strategy is recommended to overcome the obstacles to implementing K13 in SD Piloting Kampar District, coordination of the implementation plan, focus on implementation and improve supervision and evaluation

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