The Drivers of Formative Assessment: Learning Goals and Success Criteria

2012 ◽  
pp. 37-56
Keyword(s):  
Formative Assessment ◽  
Learning Goals ◽  
Success Criteria

Designing and Evaluating Technology-Based Formative Assessments

2019 ◽  
pp. 222-244
Author(s):  
Emtinan Alqurashi ◽  
Ariel R. Siegelman
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Bloom's Taxonomy ◽  
Formative Assessments ◽  
Learning Goals ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Technology Tool ◽  
Improve Student Learning

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

2020 ◽  
pp. 151-164
Author(s):  
Alison Castro Superfine ◽  
Kathleen Pitvorec ◽  
Timothy Stoelinga
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Professional Learning ◽  
Collaborative Inquiry ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Instructional Decisions ◽  
Student Agency ◽  
Mathematics Classrooms ◽  
Inquiry Approach

High-quality formative assessment practices depend on teachers having a clear sense of learning goals, an understanding of the learning trajectories students progress along toward these goals, criteria for assessing students' progress, and ways of using this information to inform instructional decisions. In this chapter, the authors describe efforts to support teachers' practice with a focus on learning trajectory-based formative assessment. These professional development efforts moved away from delivering professional development to teachers and evolved into professional learning with teachers as co-researchers and co-designers. The authors discuss this collaborative inquiry approach to supporting elementary teachers' understanding and use of learning trajectory-based formative assessment in mathematics classrooms, and share examples of the various forms of inquiry developed, and ways in which teachers engaged in these activities as part of the collaborative inquiry.

Patient Feedback Requirements for Medical Students: Do Perceived Risks Outweigh the Benefits?

2017 ◽  
Vol 57 (2) ◽  
pp. 193-199 ◽  
Author(s):  
Ian S. Chua ◽  
Alyssa L. Bogetz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Qualitative Study ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Goals ◽  
Patient Trust ◽  
Patient Feedback ◽  
Student Training

Patient feedback has increasingly become part of medical students’ training and formative assessment. We conducted a qualitative study using focus groups to explore students’ experiences soliciting patient feedback, including the benefits, challenges, and potential strategies to obtain it. Fifteen medical students participated. Thematic analysis revealed students’ (1) discomfort soliciting feedback and concern of being viewed as self-serving; (2) concerns about eroding patient trust; (3) indifference to nonspecific, positive feedback; and (4) belief that informally solicited feedback is most helpful for their learning. Strategies for soliciting more useful patient feedback included (1) team-based solicitation, (2) empowering patients as teachers, and (3) development of feedback instruments that allow patients to comment on specific student-identified learning goals. Solicitation of patient feedback is challenging for medical students and provokes discomfort. Strategies to integrate patient feedback into medical student training and assessment must attend to students’ needs so the value of patient feedback can be realized.

scholarly journals Formative Assessment in University English Conversation Classes

2014 ◽  
pp. 423-429
Author(s):  
Carla Wilson
Keyword(s):  
Formative Assessment ◽  
Primary Schools ◽  
Peer Assessment ◽  
Learning Objectives ◽  
Japanese University ◽  
Success Criteria

This is an account of one teacher’s use of formative assessment in Japanese university EFL conversation classes. Formative assessment was used in these classes in the ways advocated by Clarke (2013) for use in UK primary schools; that is, through the use of decontextualised learning objectives, success criteria for meeting the objectives, student examples, talk partners, and self- and peer-assessment. The ways in which these tools of formative assessment were used and the benefits they brought to the classes are discussed.

Enhancing E-Learning Through Integration of Online Formative Assessment and Teaching Presence

2021 ◽  
Vol 11 (2) ◽  
pp. 48-61
Author(s):  
Joyce Wangui Gikandi
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Case Study Research ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Learning Goals ◽  
Core Elements ◽  
E Learning ◽  
Online Formative Assessment

The proliferation of information communication technologies (ICT) continues to increase opportunities for effective pedagogical approaches and online learning. This paper reports a study on integration of online formative assessment from a teaching presence perspective of the community of inquiry (CoI) framework. The effects of this integrative pedagogical approach on students' learning experiences are explored. The study was conducted in a post graduate online course. Case study research design was utilized. The study exemplified the core elements of formative assessment including integration of authentic assessment activities within teaching and learning processes, explicit learning goals, formative feedback, and documentation of evidence of learning. These elements were aligned to the functions of teaching presence, namely design, facilitation, and direct instruction. This approach enhanced meaningful engagement with critical learning experiences including interactive collaboration, critical thinking, reflective thinking, multi-dimensional perspectives, and self-regulation.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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