Designing an Online Formative Assessment that Helps Prepare Students and Teachers for a Summative Assessment

2011 ◽  
pp. 170-180
Author(s):  
Stephanie JL Gertz ◽  
Sally Askman
Keyword(s):  
No Child Left Behind ◽  
Formative Assessment ◽  
The State ◽  
Assessment System ◽  
Online Assessment ◽  
State Education ◽  
Educational Processes ◽  
Statewide Assessment ◽  
Online Formative Assessment ◽  
Gates Foundation

Across the nation, even prior to the passage of the No Child Left Behind Act in 2001, many states had instituted statewide assessment programs. In response to these initiatives, school systems were interested in how to better prepare their students and teachers for the statewide assessment. The Bill and Melinda Gates Foundation, founded in January 2000, was, and is, committed to exploring the ways in which the improved technology in the 21st century can be utilized to improve educational processes and programs. Based in Seattle, the foundation was interested in working closely within its home state. So the Washington State Education Department, the Office of the Superintendent of Public Instruction (OSPI), and the foundation worked together on funding and managing an online formative assessment system. From 2000 to 2002, a classroom online assessment system was piloted in several districts in the state of Washington. The goals were threefold: 1. To determine the effectiveness of classroom online assessment 2. To give teachers a tool to help them assess student competency during the course of the year toward meeting or exceeding state-required standards 3. To increase teacher knowledge of the state standards

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

scholarly journals EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

2021 ◽  
Vol 7 (1) ◽  
pp. 140-154
Author(s):  
Alhanouf Saleh Alharbi ◽  
Amal Abdullah Alhebshi ◽  
Zilal Meccawy
Keyword(s):  
Saudi Arabia ◽  
Secondary Schools ◽  
Formative Assessment ◽  
Assessment Tool ◽  
English Teachers ◽  
Perceived Usefulness ◽  
Online Assessment ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Online Formative Assessment

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

scholarly journals No Child Left Behind: A postmortem for Illinois

2016 ◽  
Vol 24 ◽  
pp. 48
Author(s):  
Wm. Gregory Harman ◽  
Camille Boden ◽  
Jeremy Karpenski ◽  
Nicole Muchowicz
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Graduation Rates ◽  
The State ◽  
Assessment System ◽  
Left Behind ◽  
Reading And Math ◽  
System Data ◽  
Closing The Gap ◽  
Future Policy

In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results for those exiting high school, especially considering the attention, time, effort, and money dedicated to its implementation. It has been subsumed into newer reform policies that move forward from the same assumptions and structures without a look back. This is a macro study of the outcomes in one state, Illinois, using its assessment system. Data include Prairie State Achievement Examination (PSAE) results in reading and math as well as graduation rates from high schools. The data is evaluated across the state as a whole and within categories of urban, suburban, town, and rural. Outcomes in reading, math, and graduation rates remain unchanged across the decade at the state and all community-type categories. Potential problems with implementation and design of NCLB are proposed with the intention of informing current and future policy, especially in regard to continuing a standards/accountability regime under the Common Core.

scholarly journals EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

2021 ◽  
Author(s):  
Alhanouf Saleh Alharbi ◽  
Amal Abdullah Alhebshi ◽  
Zilal Meccawy
Keyword(s):  
Saudi Arabia ◽  
Secondary Schools ◽  
Formative Assessment ◽  
Assessment Tool ◽  
English Teachers ◽  
Perceived Usefulness ◽  
Online Assessment ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Online Formative Assessment

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

Online Assessment in the K-12 Classroom

2011 ◽  
pp. 181-195
Author(s):  
Jacqueline B. Shrago ◽  
Michael K. Smith
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Large Scale ◽  
National Level ◽  
Online Assessment ◽  
Large Scale Assessment ◽  
Teachers And Students ◽  
Online Formative Assessment ◽  
Improving Student Learning ◽  
K 12

ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year state and national summative assessments. Four aspects of the ThinkLink system are discussed in this chapter: (a) how online formative assessment can help improve student learning on standards tested at a state or national level, (b) the advantages and disadvantages of using online assessment, (c) three case studies that demonstrate the predictive validity of this system and its use in improving student learning, and (d) future trends in the use of online assessment and directions in measuring student learning on standardized tests. In general, ThinkLink Learning has pioneered online solutions to large-scale assessment problems.

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

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