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 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.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

scholarly journals 'A productive and happy collaboration': maximising impact through project design.

2014 ◽  
Author(s):  
Janet Hargreaves ◽  
Susan Bond ◽  
Paul Dagg ◽  
Benji Dawson ◽  
Blake Kendrick ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Work Place ◽  
Project Design ◽  
Key Factors ◽  
Self Assessment ◽  
Collaborative Project ◽  
Project Outcomes ◽  
Student Power ◽  
Teaching Learning

This case study describes a highly collaborative project created to develop an online self-assessment tool that offers students the opportunity to plan their preparedness to enter the work place named the Preparation for Placement Assessment Tool. The aim of the project was to develop an artefact that aids all students to think about and prepare for placements, and more broadly to bework-ready. It also aims to help disabled students to identify and manage theirindividual needs. Working in collaboration with students is offered as aneffective strategy for improving project outcomes and managing the tensions foracademics of balancing research, teaching, learning and scholarly activities.This paper discusses the project background, design and delivery, which includesthe engagement of a diverse mix of students, and the practice researchmethodologies used. Discussion focuses on the project's impact, particularly on the students involved. Four key factors: student power, methodology, the use offunding and slow burn are identified as significant for success.

eWorkbook

2011 ◽  
pp. 145-166 ◽  
Author(s):  
Gennaro Costagliola ◽  
Vittorio Fuccella
Keyword(s):  
Architectural Design ◽  
Assessment Tool ◽  
Test Session ◽  
Graphical Analysis ◽  
Question Type ◽  
Testing System ◽  
Self Assessment ◽  
E Learning ◽  
On Line

On-Line Testing is that sector of e-learning aimed at assessing learner’s knowledge through e-learning means. In on-line testing, due to the necessity of evaluating a big mass of learners in strict times, the means for knowledge evaluation had to evolve to satisfy the new necessities: objective tests, more rapidly assessable, started gaining more credence in the determination of learners’ results. In this chapter, the authors present an On-Line Testing system, named eWorkbook, which can be used for evaluating learner’s knowledge by creating (the tutor) and taking (the learner) on-line tests based on multiple choice question type. Its use is suitable within the academic environment in a blended learning approach, by providing tutors with an additional assessment tool, and learners with a distance self-assessment means. Among other features, eWorkbook can record and visualize, in a suitable graphical format, learner’s interactions with the system interface during the test session. This is valuable information for understanding the learner’s behaviour when taking a test. In particular, the graphical analysis of the test outcomes has helped us in the discovery of several strategies employed by the learners to perform the test. In the paper, the main characteristics of the system are presented together with a rationale behind them and an outline of the architectural design of the system.

scholarly journals Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme

2020 ◽  
Vol Volume 11 ◽  
pp. 989-996
Author(s):  
Subir Gupta ◽  
Nkemcho Ojeh ◽  
Bidyadhar Sa ◽  
Md Anwarul Azim Majumder ◽  
Keerti Singh ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Cardiovascular System ◽  
Assessment Tool ◽  
Learning Platform ◽  
E Learning
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