scholarly journals Formative Assessment with Game-based Technology

2021 ◽  
Vol 5 (2) ◽  
pp. 193-202
Author(s):  
Donovon Grier ◽  
Suzanne F. Lindt ◽  
Stacia C. Miller
Keyword(s):  
Educational Technology ◽  
Formative Assessment ◽  
Technology Assessment ◽  
Summative Assessment ◽  
Ease Of Use ◽  
Formative Feedback ◽  
Immediate Feedback ◽  
Feedback Form ◽  
Summative Assessments

The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

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 Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 1055
Author(s):  
Amir Mahshanian ◽  
Reihane Shoghi ◽  
Mohammad Bahrami
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Achievement Test ◽  
T Test ◽  
Efl Learners ◽  
Differential Effects ◽  
Proficiency Levels ◽  
Summative Assessments ◽  
Different Types ◽  
General Test

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

scholarly journals ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY

2018 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Taj Mohammad ◽  
Soada Idris
Keyword(s):  
Formative Assessment ◽  
Detailed Analysis ◽  
Evaluation Process ◽  
Summative Assessment ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
Preparatory Year

The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

scholarly journals Is Fine Tuning Possible with Grade-Focused Students?

2016 ◽  
Vol 9 ◽  
pp. 147 ◽  
Author(s):  
Gail Frost ◽  
Maureen Connolly
Keyword(s):  
Service Learning ◽  
Formative Assessment ◽  
Implementation Strategies ◽  
Formative Feedback ◽  
Fine Tuning ◽  
Immediate Feedback ◽  
Unrealistic Expectation ◽  
Pros And Cons ◽  
Problem Solve ◽  
Work Done

In our service-learning courses, students work with real people and record and reflect on these experiences, to learn appropriate professional behavior, how to think creatively, and how to respond to changing circumstances. Many of our students are strategic learners, characterized by alertness to assessment and intention to achieve the highest possible grades (Entwistle, Tait, & McCune, 2000). Their need to be correct often overrides the opportunity to explore ideas, troubleshoot, and problem solve. Their slavish allegiance to one correct answer prevents many from engaging in the messy processes of trial and error, formative feedback and assessment, reflection, and refinement (Dewey, 1938). They not only avoid the benefits of proximal learning, they also deny themselves the benefits of cognitive play that Vygotsky (1962) encourages. An end of term binge, their rush to get work done at the eleventh hour, can occur because many seem reluctant to take advantage of formative feedback opportunities (i.e. fine tuning) during the term. Accompanying this binge is the concomitant expectation of immediate feedback from the instructor, and the equally unrealistic expectation of their own spontaneous comprehension of the material without adequate assimilation time. This paper will describe our efforts to implement formative assessment in our classes. We present a number of formative assessment examples, discuss the pros and cons of teaching this way, and suggest some implementation strategies that enhance student motivation and timely engagement.

11. Completing assignments: Core skills for assessment

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Formative Assessment ◽  
Summative Assessment ◽  
Academic Misconduct ◽  
Academic Practice ◽  
Final Grade ◽  
Core Skills ◽  
Summative Assessments

This chapter considers some general points and core skills for success in law assessments. It begins by distinguishing between formative and summative assessments. A formative assessment usually refers to a formally set piece of work where feedback is given and, usually, a mark it given too, but the mark does not count towards the final grade in a module or course. A summative assessment is any piece of work where the mark counts towards the final mark for the module and/or course. The chapter then discusses the need to reflect on the assessment experience; timed and non-timed assessments; preparing and planning for assessment; how to raise the grade; and academic misconduct, plagiarism, and poor academic practice.

scholarly journals A Contrastive Analysis of Classroom-Based Language Assessments

2020 ◽  
Vol 13 (5) ◽  
pp. 110
Author(s):  
Haoran Chen
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
High Standard ◽  
Contrastive Analysis ◽  
Immediate Feedback ◽  
Contrastive Study ◽  
Whole Process ◽  
Teaching Goals ◽  
Language Assessments

Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers’ adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with multiple standards for the judgement of learners’ achievements while summative assessment evaluates the educational effect or the whole process of special education at a certain time point, and both assessments can always be conducted on network platforms nowadays; 3) evidence and interpretation are taken into consideration in formative assessment and summative assessment respectively while the two types of assessment complement each other for the related teaching goals; 4) more attention may be paid to both assessment for learning (AfL) and assessment as learning (AaL) in the future development of assessment. The contrastive study is expected to provide a reference for classroom-based language teaching and learning.

scholarly journals Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study

2021 ◽  
Vol 11 (8) ◽  
pp. 428
Author(s):  
Fidel Salas Vicente ◽  
Ángel Vicente Escuder ◽  
Miguel Ángel Pérez Puig ◽  
Francisco Segovia López
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Learning Objectives ◽  
Real Problem ◽  
The Real ◽  
On Demand ◽  
Summative Assessments ◽  
Course Syllabus

The design of the formative and summative assessment processes is of paramount importance to help students avoid procrastination and guide them towards the achievement of the learning objectives that are described in the course syllabus. If the assessment processes are poorly designed the outcome can be disappointing, including high grades but poor learning. In this paper, we describe the unexpected and undesirable effects that an on-demand formative assessment and the timetable of a summative assessment that left the most cognitively demanding part, problem-solving, to the end of the course, had on the behavior of students and on both grading and learning. As the formative assessment was voluntary, students procrastinated till the last minute. However, the real problem was that due to the design of the summative assessment, they focused their efforts mainly on the easiest parts of the summative assessment, passing the course with ease, but achieving a low learning level, as evidenced by the low scores of the problem-solving part of the summative assessment.

scholarly journals Automated formative feedback and summative assessment using individualised spreadsheet assignments

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Paul Blayney ◽  
Mark Freeman
Keyword(s):  
Diffusion Of Innovation ◽  
Approaches To Learning ◽  
Summative Assessment ◽  
Formative Feedback ◽  
Individual Choice ◽  
Multiple Choice Questions ◽  
Immediate Feedback ◽  
Assessment Activity ◽  
Quality Learning ◽  
Deep Approaches To Learning

<span>This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning objectives and learning activities encourage these approaches (Biggs 1999). A crucial part of any learning or assessment activity is the degree to which students receive timely and effective feedback. As academics have experienced more pressure, frequently feedback has been limited to a single score, achieved most commonly by auto-corrected multiple choice questions in ICT supported environments. Spreadsheet assignments are a good way to learn and demonstrate understanding of concepts requiring calculation and interaction of different elements. However, they can be an assessment nightmare either because of validity problems (the potential for cheating using the cell copy function) or because of marking time (if students are allowed individual choice in application topic). This paper responds to Higgins, Hartley and Skelton's (2002) observation on the lack of research on feedback and builds on work by Lehman and Herring (2003) in using interactive spreadsheets to provide immediate feedback by describing effects on students. Effects on academics and their productivity are considered, including Rogers' (1995) diffusion of innovation factors. Academics and academic managers seeking ways to improve learning by improving feedback, without an increasing workload, will find this research of interest.</span>

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