Computer managed learning as an aid to formative assessment in higher education

2013 ◽  
pp. 125-132
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Assessment In Higher Education

Assessment and Meta-Assessment

2019 ◽  
pp. 233-255 ◽  
Author(s):  
Nina Birnaz ◽  
Valeria Botezatu
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Formative Assessment ◽  
Training Program ◽  
Learning Process ◽  
Classical Model ◽  
Research Problem ◽  
Extended Model ◽  
Measurement Feedback ◽  
Assessment In Higher Education

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

scholarly journals Evaluación formativa y compartida en la universidad: clarifi- cación de conceptos y propuestas de intervención desde la Red Interuniversitaria de Evaluación Formativa

2017 ◽  
Vol 4 (1) ◽  
pp. 117 ◽  
Author(s):  
Víctor Manuel López Pastor
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Final Section ◽  
The State ◽  
Conceptual Clarification ◽  
The Third ◽  
European Area ◽  
Assessment In Higher Education ◽  
La Red ◽  
Terminological Confusion

Resumen: La finalidad de este trabajo es triple: (a)-realizar una introducción a la temática de la evaluación formativa y compartida en docencia universitaria y sus conexiones con el proceso de convergencia hacía el Espacio Europeo de Educación Superior (EEES); (b)-establecer una aclaración conceptual de los diferentes términos que se están utilizando actualmente en la literatura especializada en relación con la evaluación formativa y la participación del alumnado en la evaluación; (c)-realizar una breve introducción a la propuesta de Evaluación Formativa y Compartida en docencia universitaria que hemos desarrollado desde la Red. El contexto en el que se sitúa los trabajos de este monográfico es la Red de Evaluación Formativa y Compartida en docencia universitaria, su evolución y las diferentes líneas de innovación e investigación que está desarrollando desde hace seis años. En el primer apartado realizamos una introducción al tema y su conexión con el proceso de Convergencia hacía el EEES. En el segundo llevamos a cabo una aclaración conceptual y terminológica sobre evaluación formativa y compartida en la universidad; también explicamos la confusión que ha surgido en los últimos años y apuntamos una solución para superarla. En el tercer apartado analizamos el estado de la cuestión sobre evaluación formativa y compartida en la universidad, así como las evidencias encontradas hasta el momento sobre sus ventajas respecto a los modelos tradicionales. En el cuarto y último apartado presentamos, de forma resumida, una propuesta concreta y contrastada de evaluación formativa y compartida en la universidad que puede ser aplicada a cualquier contexto. Formative and shared assessment in higher education. Clarifying concepts and proposing interventions from the Formative and Shared Assessment Network Abstract: The purpose of this paper is threefold: (a)-making an introduction to the formative and shared assessment at Higher Education teaching and tracing its connections within the process of convergence towards the Higher Education European Area (HEEA), (b) - establishing a conceptual clarification of the different terms that are currently used in the literature in relation to the formative assessment and student participation in assessment, (c)- making a brief introduction to the proposal of Formative and Shared Assessment in Higher Education that we have developed from our Network. The monograph included in this issue is based on the Formative and Shared Assessment Network in Higher Education , and it shows the evolution and the different lines of innovation and research that participants have been developed for six years. In the first section of this paper an introduction of the Formative and Shared Assessment in Higher Education and its connection with the process of Convergence towards the HEEA is showed. In the second section we carry out a conceptual and terminological clarification on the Formative and Shared Assessment in Higher Education, suggesting some solutions for the terminological confusion on this issue that has arisen in recent years In the third section we analyze the state of the formative and shared assessment in Higher Education and the evidence found so far on its advantages regarding traditional models. In the fourth and final section we show a concrete proposal of formative and shared assessment in higher education that has been proved within our Network and which could be applied to other contexts.

Students’ Perception of Inquiry-Based Instruction, Active Learning and Formative Assessment in Higher Education

2016 ◽  
Vol 22 (12) ◽  
pp. 4422-4425 ◽  
Author(s):  
Chan Yuen Fook ◽  
Siti Fairuz Dalim ◽  
Suthagar Narasuman ◽  
Gurnam Kaur Sidhu ◽  
Lee Lai Fong
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Formative Assessment ◽  
Assessment In Higher Education ◽  
Based Instruction

scholarly journals Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Roghibatul Luthfiyyah ◽  
Aisyah Aisyah ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Language Learning ◽  
Structured Interview ◽  
Information Communication ◽  
Study Approach ◽  
Efl Teachers ◽  
Assessment In Higher Education ◽  
Impact Of Technology ◽  
The Impact

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

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