Assessment in Digital Textbook Use and Development

Advances in Educational Technologies and Instructional Design - Psychological and Pedagogical Considerations in Digital Textbook Use and Development ◽

10.4018/978-1-4666-8300-6.ch010 ◽

2015 ◽

pp. 202-226

Keyword(s):

Immediate Feedback ◽

Computerized Assessment ◽

Innovative Strategy ◽

Digital Textbook ◽

Textbook Use ◽

Self Regulated Learning ◽

Learning Patterns ◽

Assessment Of Learning

Assessment with immediate feedback is an innovative strategy in digital textbook use and development. There are two forms: assessment of textbook quality and assessment of learning within the digital textbook learning environment. Digital forms of assessment ensure the speed, dynamicity and quality of students' achievement and influences how students focus and approach their learning. The purpose of this chapter is to emphasize the role of assessment for digital textbooks use and development by evidencing pre-assessment specifics, formative and summative computerized assessment. The author summarizes categories of paperless item(s), student learning patterns and functions of assessment. The role of immediate feedback for self-regulated learning is emphasized. The results indicate that MetaSystems Learning Design could be focused on immediate and delayed feedback. Lastly, after summarizing ideas, a future study topic is suggested that may promise interesting lines of research.

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Formative Assessment and Self-Regulated Learning during Pandemic Era

Tell : Teaching of English Language and Literature Journal ◽

10.30651/tell.v9i2.9305 ◽

2021 ◽

Vol 9 (2) ◽

pp. 72

Author(s):

Ai Fatmawati ◽

Pupung Purnawarman ◽

Didi Sukyadi

Keyword(s):

Online Learning ◽

Formative Assessment ◽

Self Regulation ◽

Immediate Feedback ◽

Learning Skills ◽

Self Regulated Learning ◽

Efl Teachers ◽

Regulated Learning ◽

Assessment Techniques

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

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FORMATIVE EVALUATION AS A MEANS OF IMPROVING THE QUALITY OF KNOWLEDGE OF STUDENTS IN PRIMARY CLASSES

Alatoo Academic Studies ◽

10.17015/aas.2020.202.06 ◽

2020 ◽

Vol 20 (2) ◽

pp. 51-59

Author(s):

Ziada Kadyrova ◽

Keyword(s):

Elementary School ◽

Formative Assessment ◽

Learning Outcomes ◽

Formative Evaluation ◽

School Teacher ◽

Positive Role ◽

Assessment Of Learning ◽

Assessment Strategies

At the elementary school of Kyrgyzstan, new types of assessment of learning outcomes are actively being introduced. Stormy discussion causes problems with the use of formative assessment in the classroom. Methodists note the positive role of various formative assessment strategies. In the article, the author proposes strategies for formative assessment in elementary school lessons. Tips for teachers to successfully apply strategies are offered. It is shown that the proposed strategies allow the elementary school teacher to achieve good results in teaching subjects. At the end of the article, the author gives recommendations for the successful application of formative assessment strategies that can contribute to ensuring the quality of education in primary school.

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Cognitive Health Counseling 40+

Zeitschrift für Gesundheitspsychologie ◽

10.1026/0943-8149/a000085 ◽

2013 ◽

Vol 21 (1) ◽

pp. 24-33 ◽

Cited By ~ 1

Author(s):

Anne Eschen ◽

Franzisca Zehnder ◽

Mike Martin

Keyword(s):

Outcome Variable ◽

Pilot Phase ◽

Subjective Memory ◽

Cognitive Health ◽

Health Counseling ◽

Agents Of Change ◽

Main Outcome Variable ◽

Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

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