Making use of technology in formative assessment and formative feedback

2021 ◽  
pp. 81-97
Author(s):  
Alastair Irons ◽  
Sam Elkington
Keyword(s):  
Formative Assessment ◽  
Formative Feedback ◽  
Use Of Technology

scholarly journals The use of technology in a model of formative assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Alfonsa García López ◽  
Francisco García Mazarío
Keyword(s):  
Formative Assessment ◽  
Learning Community ◽  
Engineering Students ◽  
Peer Assessment ◽  
Assessment Model ◽  
Mathematical Software ◽  
Online Learning Community ◽  
Use Of Technology ◽  
Student Projects ◽  
Academic Year

This work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses. 

Using Feedback on Formative Assessment to Support Student Learning and Improve the Curriculum for Material in a Civil Engineering Module

2019 ◽  
pp. 165-179
Author(s):  
Jonathan Oti
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Quantitative Data ◽  
Civil Engineering ◽  
Formative Feedback ◽  
Laboratory Report ◽  
And Performance

This chapter reports on the potential of using formative feedback on assessment to support student learning and improve the curriculum for material in a civil engineering module. Under this study, when the students were given the feedback of their assessment on a piece of coursework, they were asked to repeat the coursework taking on board all the comments and feedback provided by the lecturer in exchange for a better mark. The overall result from the quantitative data suggests that students overwhelmingly took the corrections on board and submitted a more improved laboratory report in order to have an improved mark. The students enjoyed the praise, progress, and critique comments on their feedback sheet. Their understanding of the module grew, and their motivation and performance increased. Generalized comments like referencing and citations unified the entire curriculum.

Mathematics Learning through the Use of Technology

2011 ◽  
pp. 199-221 ◽  
Author(s):  
Amy M. Smith ◽  
Amy R. Gentry ◽  
Sally Blake
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Mathematics Learning ◽  
Information Resource ◽  
Future Research ◽  
Early Mathematics ◽  
Technology Tools ◽  
Use Of Technology ◽  
Teaching Support ◽  
Technological World

Technology can capture young children’s attention, motivate them, and help them construct early mathematics concepts in meaningful ways. This chapter examines the nature of children’s mathematics learning and how technology can support learning on three levels: (a) a teacher information resource; (b) teaching support; and (c) the learning process for children. It provides a description of how technology tools, when connected to sound inquiry-based pedagogy and formative assessment, can facilitate learning in today’s increasingly technological world. Considerations for future research as well as a list of relevant, practical resources for teachers to experiment with in their own classrooms are included.

Technology-Assisted Formative Assessment

2015 ◽  
pp. 380-398 ◽  
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

Changing the LAB Experience in Undergraduate Engineering

2020 ◽  
pp. 215-239
Author(s):  
Ali Mohamed Habibi ◽  
Ann Dashwood
Keyword(s):  
Formative Assessment ◽  
Remote Access ◽  
Individual Student ◽  
Pedagogical Practice ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Use Of Technology ◽  
Voltage Division ◽  
Collaborative Learning Environment ◽  
The Individual

The use of technology to enhance formative assessment in higher education continues to be a challenge regardless of advances in digital capabilities; yet research has shown its potential regardless of discipline. In undergraduate electrical and electronic engineering, which is the discipline focus in this chapter, lab work is an area that can be enhanced in this way but with such an enhancement comes a change in pedagogy from the conventional approach of in-lab physical practical work conducted by the individual student alone or in a group with limited support to one of working collaboratively in remote access laboratories scattered far and wide through an online learning systems that provides access to laboratory infrastructure and learning environments through the internet. In a collaborative learning environment, students work together to solve problems and need to become involved in dialogue to achieve a common goal where they depend on and are accountable to each other. This chapter explores students' experience of a collaborative approach to lab work regarding mastery of the voltage division rule and its relevance to formative assessment using remote access laboratories that depend on technology and internet access. The implications for task design and formative assessment are discussed based on the results of interviews with participating students. The nature of change in pedagogical practice is highlighted as are the implications for the design of formative assessment and the need to work at the level of “feedback markers” that are able to feed forward to progress learning.

Promoting Prospective Teacher Competencies for Designing, Implementing, Evaluating, and Adapting Interactive Formative Feedback Strategies

2020 ◽  
pp. 147572572097188
Author(s):  
Susanne Narciss ◽  
Elsa Hammer ◽  
Gregor Damnik ◽  
Kerstin Kisielski ◽  
Hermann Körndle
Keyword(s):  
Formative Assessment ◽  
Evaluation Study ◽  
Formative Feedback ◽  
Control Groups ◽  
Effective Learning ◽  
Feedback Model ◽  
Interactive Tutoring ◽  
Teacher Students ◽  
Feedback Strategies ◽  
Learning And Instruction

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks. Based on the Interactive Tutoring Feedback Model we developed a seminar concept combining case-based reflections of empirically based principles for the design of formative feedback strategies; planning and designing formative feedback strategies for a typical oral or written student assignment; and implementing, evaluating, and iteratively adapting this feedback strategy using on-campus micro-teaching sessions. The benefits and constraints of this seminar concept were explored in an evaluation study with teacher students ( N = 87). Students participating in the treatment seminars had higher gains in knowledge and competencies compared to students of control groups that had either a short theoretical input or no input on feedback. Furthermore, they appreciated the mix of instructional and micro-teaching components, and rated the transferability of the knowledge and competencies they had acquired as high.

Technology-Assisted Formative Assessment

2020 ◽  
pp. 435-453
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

scholarly journals An Objective Structured Clinical Examination to Improve Formative Assessment for Senior Pediatrics Residents

2015 ◽  
Vol 7 (3) ◽  
pp. 470-474 ◽  
Author(s):  
Karen A. Mangold ◽  
Justin M. Jeffers ◽  
Rebekah A. Burns ◽  
Jennifer L. Trainor ◽  
Sharon M. Unti ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Formative Feedback ◽  
Objective Structured Clinical Examination ◽  
Residency Programs ◽  
Assessment Program ◽  
Standard Task ◽  
Program Costs ◽  
Resident Competence

ABSTRACT Background Residency programs are developing new methods to assess resident competence and to improve the quality of formative assessment and feedback to trainees. Simulation is a valuable tool for giving formative feedback to residents. Objective To develop an objective structured clinical examination (OSCE) to improve formative assessment of senior pediatrics residents. Methods We developed a multistation examination using various simulation formats to assess the skills of senior pediatrics residents in communication and acute resuscitation. We measured several logistical factors (staffing and program costs) to determine the feasibility of such a program. Results Thirty-one residents participated in the assessment program over a 3-month period. Residents received formative feedback comparing their performance to both a standard task checklist and to peers' performance. The program required 16 faculty members per session, and had a cost of $624 per resident. Conclusions A concentrated assessment program using simulation can be a valuable tool to assess residents' skills in communication and acute resuscitation and provide directed formative feedback. However, such a program requires considerable financial and staffing resources.

scholarly journals Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

2017 ◽  
Vol 3 (3) ◽  
pp. 39-49 ◽  
Author(s):  
Svetlana Titova ◽  
Olga Samoylenko
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Quantitative Research ◽  
Language Skills ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Joint Research Project ◽  
Post Test

This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe-supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

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