How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles

2022 ◽  
pp. 772-787
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Research ◽  
Mathematics Classroom ◽  
Collaborative Work ◽  
Effective Strategy ◽  
Digital Game ◽  
Technology And Assessment ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. The study is interpretative in nature, in a case study design. The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy.

Learning the Parallelogram Area With Technology Supported by Formative Assessment

2020 ◽  
pp. 206-225
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Investigation ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Mathematical Tasks ◽  
Written Feedback ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.

scholarly journals Time Saving Students’ Formative Assessment: Algorithm to Balance Number of Tasks and Result Reliability

2021 ◽  
Vol 11 (13) ◽  
pp. 6048
Author(s):  
Jaroslav Melesko ◽  
Simona Ramanauskaite
Keyword(s):  
Formative Assessment ◽  
Item Response ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Personalized Learning ◽  
Test Theory ◽  
Time Saving ◽  
Learning Path ◽  
Crucial Component

Feedback is a crucial component of effective, personalized learning, and is usually provided through formative assessment. Introducing formative assessment into a classroom can be challenging because of test creation complexity and the need to provide time for assessment. The newly proposed formative assessment algorithm uses multivariate Elo rating and multi-armed bandit approaches to solve these challenges. In the case study involving 106 students of the Cloud Computing course, the algorithm shows double learning path recommendation precision compared to classical test theory based assessment methods. The algorithm usage approaches item response theory benchmark precision with greatly reduced quiz length without the need for item difficulty calibration.

scholarly journals Exploring criminal justice policy transfer models and mobilities using a case study of violence reduction

2021 ◽  
pp. 174889582199160
Author(s):  
William Graham ◽  
Annette Robertson
Keyword(s):  
Criminal Justice ◽  
Empirical Research ◽  
Policy Transfer ◽  
Social Constructionist ◽  
Criminal Justice Policy ◽  
Gang Violence ◽  
Single Model ◽  
Violence Reduction ◽  
Transfer Models

Although there is growing interest in criminal justice policy transfer, a dearth of empirical research in this area has been acknowledged. This article addresses this gap by presenting the results of research conducted on a case of policy transfer of a criminal justice programme, focused on group/gang violence reduction, from America to Scotland. Policy transfer models were used to develop, frame and conduct the analysis of what was considered a ‘successful’ programme transfer; however, it was found that no single model could fully account conceptually for a key finding of the research, namely a policy transfer ‘backflow’. This article details the key processes, mechanisms and outcomes of the policy transfer and in doing so reflects on the usefulness of orthodox and non-orthodox/social-constructionist policy transfer approaches in understanding the outcomes of this case of criminal justice programme transfer.

scholarly journals ‘I’m not being paid for this conversation’: Uncovering the challenges of artist–academic collaborations in the neoliberal institution

2019 ◽  
Vol 23 (3) ◽  
pp. 317-333
Author(s):  
Alena Pfoser ◽  
Sara de Jong
Keyword(s):  
Collaborative Work ◽  
Knowledge Exchange ◽  
Academic Research ◽  
The Political ◽  
Institutional Pressures ◽  
Negative Effects ◽  
Collective Response ◽  
And Shifts ◽  
The Impact

Artist–academic collaborations are fuelled by increasing institutional pressures to show the impact of academic research. This article departs from the celebratory accounts of collaborative work and pragmatic toolkits for successful partnerships, which are dominant in existing scholarship, arguing for the need to critically interrogate the structural conditions under which collaborations take place. Based on a reflexive case study of a project developed in the context of Tate Exchange, one of the UK’s highest-profile platforms for knowledge exchange, we reveal three sets of (unequal) pressures, which mark artist–academic collaborations in the contemporary neoliberal academy: asymmetric funding and remuneration structures; uneven pressures of audit cultures; acceleration and temporal asymmetries. Innovations at the level of individual projects or partners can only mitigate the negative effects to a limited extent. Instead this article offers a systemic critique of the political economy of artist–academic collaborations and shifts the research agenda to developing a collective response.

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