Development of a GSP Integrated Formative Assessment System on Geometric Creativity

2010 ◽  
Vol 108-111 ◽  
pp. 979-984
Author(s):  
Yuan Chen ◽  
Pi Hsia Hung
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Assessment System ◽  
Intervention Effect ◽  
Geometric Problem ◽  
Interactive Exploration ◽  
Geometric Concepts ◽  
Scoring Rubrics ◽  
On Line ◽  
Exploration Environment

A GSP integrated learning and assessment system (LAS-GSP) is developed to provide students an interactive exploration environment and on-line feedbacks on geometric problem solving. Three tasks of maximal segmentation are developed to investigate the applicability and intervention effect of the system. There are four scoring elements for students’ on line assignments: (1) systematic approaches, (2) correct solutions, (3) originality of representation, and (4) function derived. The characteristics of students’ learning progress are discussed by the scoring rubrics applied. The results suggest abstract geometric concepts can be visualized, internalized, and enhanced at an earlier age, if mind-tool can be effectively implemented.

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.

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

2011 ◽  
pp. 283-298
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 Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2017 ◽  
Vol 5 (1) ◽  
pp. 6-9
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment.Bangladesh Journal of Medical Education Vol.5(1) 2014: 6-9

Cognitive control

2021 ◽  
pp. 93-116
Author(s):  
John Toner ◽  
Barbara Gail Montero ◽  
Aidan Moran
Keyword(s):  
Executive Function ◽  
Problem Solving ◽  
Cognitive Control ◽  
Empirical Evidence ◽  
Skill Acquisition ◽  
Mental Representations ◽  
Phenomenological Analysis ◽  
Cognitive Responses ◽  
Expert Performance ◽  
On Line

What role might intuition and deliberation play during the performance of well-learned skills? Dreyfus and Dreyfus’ (1986) influential phenomenological analysis of skill-acquisition proposes that expert performance is guided by non-cognitive responses which are fast, effortless, and intuitive in nature. Although Dreyfus and Dreyfus (1986) recognize that, on occasions (e.g. when performance goes awry for some reason), a form of ‘detached deliberative rationality’ may be used by experts to improve their performance, they see no role for calculative problem solving or deliberation (i.e. drawing on rules or mental representations) when performance is going well. The current chapter counters this argument by drawing on empirical evidence and phenomenological description to argue that skilled performers use cognitive control (an executive function) across a range of sporting situations (i.e. in training, pre-performance routines, on-line skill execution) in order to maintain and enhance performance proficiency.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Advancing Instructional Coaching with Teacher Formative Assessment and Input

2017 ◽  
pp. 48-74 ◽  
Author(s):  
Adam J. Lekwa ◽  
Linda A. Reddy ◽  
Elisa S. Shernoff
Keyword(s):  
Formative Assessment ◽  
Instructional Coaching ◽  
School Personnel ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
Classroom Strategies ◽  
Coaching Model ◽  
Development And Validation ◽  
Quantitative And Qualitative Methods

With increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant interest from school personnel, researchers, and federal funders, there remains a lack of consensus around the key components and activities of instructional coaching. To that end, studies that use quantitative and qualitative methods can offer valuable information on the development and validation of coaching practices. This chapter briefly describes the Classroom Strategies Assessment System Coaching Model that draws on the adult learning and formative assessment literature. We offer key observations of educators' knowledge of and experience in instructional coaching from focus groups conducted with teachers in high-poverty, urban elementary schools. Directions for practice and research are discussed.

scholarly journals Development of Adaptive Formative Assessment System Using Computerized Adaptive Testing and Dynamic Bayesian Networks

2020 ◽  
Vol 10 (22) ◽  
pp. 8196 ◽  
Author(s):  
Younyoung Choi ◽  
Cayce McClenen
Keyword(s):  
Bayesian Networks ◽  
Formative Assessment ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Dynamic Bayesian Networks ◽  
Assessment System ◽  
Formative Assessments ◽  
Software Systems ◽  
Validity And Reliability ◽  
Evaluation Tool

Online formative assessments in e-learning systems are increasingly of interest in the field of education. While substantial research into the model and item design aspects of formative assessment has been conducted, few software systems embodied with a psychometric model have been proposed to allow us to adaptively implement formative assessments. This study aimed to develop an adaptive formative assessment system, called computerized formative adaptive testing (CAFT) by using artificial intelligence methods based on computerized adaptive testing (CAT) and Bayesian networks as learning analytics. CAFT can adaptively administer personalized formative assessment to a learner by dynamically selecting appropriate items and tests aligned with the learner’s ability. Forty items in an item bank were evaluated by 410 learners, moreover, 1000 learners were recruited for a simulation study and 120 learners were enrolled to evaluate the efficiency, validity, and reliability of CAFT in an application study. The results showed that, through CAFT, learners can adaptively take item s and tests in order to receive personalized diagnostic feedback about their learning progression. Consequently, this study highlights that a learning management system which integrates CAT as an artificially intelligent component is an efficient educational evaluation tool for a remote personalized learning service.

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