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.

scholarly journals Impact of Reflective Assessment on Student Learning: Best-Evidence Synthesis from Ten Quantitative Studies

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
John Bond ◽  
David W. Denton ◽  
Arthur Ellis
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Student Performance ◽  
Classroom Practices ◽  
Evidence Synthesis ◽  
Reflective Assessment ◽  
Self Regulated Learning ◽  
Quantitative Studies ◽  
Best Evidence Synthesis ◽  
Improving Student Learning

Formative assessment involves feedback to teachers for informing instruction and also feedback to students for directing their own learning. Early research on formative assessment showed independence from any particular theoretical foundation. Self-regulated learning theory provides a helpful construct for organizing formative assessment through familiar classroom practices, including provision of feedback, strategy use, and metacognition. One way to integrate reflective activities is with reflective assessment, which emphasizes gathering feedback through questioning, writing, and discussing. Ten studies were analyzed using best-evidence methodology to show the effects of reflective assessment on student performance of posttest and retention tests. Weighted mean effect sizes ranged from .28 to .37. Results suggest additional investigations into the use of reflection for improving student learning and other outcomes.

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 Inovasi Strategi Pembelajaran Inkuiri dalam Pembelajaran

PALAPA ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 30-49
Author(s):  
Risqyanto Hasan Hamdani ◽  
Syaiful Islam
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Research Method ◽  
Inquiry Learning ◽  
Research Data ◽  
Descriptive Research ◽  
Teachers And Students ◽  
The Subject ◽  
Improving Student Learning

This research is motivated by assumption that in maximizing student learning result it is deemed necessary to present new inovation in a learning process. This study was purposed to fully describe the role of inquiry learning strategies that have collaborated with other learning strategies or methods in maximizing learning result obtained by students of SMKN 02 KRAKSAAN. The implementation of strategies or learning methods is considered to be dominantly influential in improving student learning result. This research method uses descriptive research methods that are collaborative in qualitative form. The subject of this research are the teachers and students of SMKN 02 KRAKSAAN. Research data obtained from interviews, observations, and documentation. The result of this study showed an increase in the average student learning result by 15 points (documentation result) from the previous action (the implementation of inquiry learning strategies). Things that show the enormity of the influence given by inquiry learning strategies in maximizing student learning result.

scholarly journals Has student learning been improved by the use of online and offline formative assessment opportunities?

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Mary Peat ◽  
Sue Franklin
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Online Assessment ◽  
Differential Impact ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Final Performance ◽  
Research Plan

For almost a decade we have been providing a large group of first year, undergraduate biology students with both offline (paper based) and online assessment resources to support them in their learning. This paper reports on an investigation of the students’ use of these assessment resources, as well as their perceptions of the usefulness of these resources to their learning. The research plan enabled us to investigate any correlations between use or non-use of the assessment resources and final performance in the course. The results show that while the majority of students use and find useful both offline and online assessment resources, use has no differential impact on final learning outcomes.

scholarly journals COVID-19 Trends in Florida K-12 Schools, August 10 – November 14, 2020

2020 ◽  
Author(s):  
Rebekah D. Jones
Keyword(s):  
Large Scale ◽  
School Level ◽  
Health Concern ◽  
Public Health Concern ◽  
Face To Face ◽  
Large Scale Assessment ◽  
American Schools ◽  
Wide Gap ◽  
K 12 ◽  
Case Data

AbstractData collected from 38 states from August 3 – November 15, 2020 showed more than 250,000 confirmed student and staff cases of SARS-CoV-2 in K-12 schools1. Yet, analysis of COVID-19 case data in USA schools has been extremely limited2,3. To date, no large-scale or state-wide analyses by school level and grade has been published, opening a wide gap in understanding COVID-19 in American schools. A large-scale assessment of available data and trends could provide a baseline for understanding the virus in the K-12 learning environment and dispel misconceptions about the prevalence of COVID-19 in schools.Table of Contents SummaryUsing the most comprehensive database of K-12 COVID-19 case data in the country, Florida provides clues for understanding student and staff cases in schools.What’s known on this subjectFlorida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern.What this study addsCOVID-19 cases reported in Florida schools were most influenced by community case rates, district mask policies, and percent of students attending face-to-face. Student case rates were highest in high schools (12.5 per 1,000).

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

Digital Video in the K-12 Classroom

2011 ◽  
pp. 247-270 ◽  
Author(s):  
Christopher Essex
Keyword(s):  
Production Process ◽  
Student Learning ◽  
Real World ◽  
Digital Video ◽  
Video Production ◽  
Technology Literacy ◽  
Video Technology ◽  
Teachers And Students ◽  
Technological Developments ◽  
K 12

This chapter describes how digital video (DV) production can be integrated into K-12 education. It describes how recent technological developments in digital video technology provide an exciting new way for teachers and students to collect, share, and synthesize knowledge. It argues that DV can provide tangible, real-world benefits in student learning, as it requires that students work actively and collaboratively on authentic real-world tasks. Furthermore, DV projects can be tied to technology literacy and curriculum standards. The reader is guided through the stages of the DV production process, and specific K-12 projects are described. Guidelines for choosing hardware and software are provided. Parent and administrative concerns about the use of DV are discussed. The goal of this chapter is to provide K-12 teachers and administrators with the information they need to integrate digital video production into the curriculum.

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