scholarly journals Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

2021 ◽  
Vol 14 (7) ◽  
pp. 107
Author(s):  
Hanan Sarhan Megaad Alsubaiai
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Summative Assessment ◽  
Positive Outcome ◽  
Review Of Literature ◽  
The World ◽  
Specific Assessment ◽  
Experience Education ◽  
Assessment Strategies

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

Summative Literacy Assessments and How They Imagine Children

2020 ◽  
pp. 368-390
Author(s):  
Catherine Compton-Lilly ◽  
Kerryn Dixon ◽  
Hilary Janks ◽  
Annette Woods
Keyword(s):  
United States ◽  
South Africa ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Literacy Learning ◽  
The United States ◽  
The Other ◽  
Assessment Practices ◽  
Literacy Assessments ◽  
The World

As an international team of scholars, we have individually and collectively encountered a range of summative and formative assessment practices. Some of these assessment practices have originated from other parts of the world as policy practices increasingly entail global borrowing. We open this chapter with two compelling views of childhood; one places the onus on leading, directing, and controlling children's learning; the other views learning as idiosyncratic, unpredictable, and stunningly contingent on each child's vision of the world. We then introduce readers to a summative assessment associated with three countries (Australia, South Africa, and the United States) to explore how the use of these assessments contributes to the proliferation of particular views of childhood. Finally, we discuss the use of three formative literacy assessments that have gained international attention and present alternative visions of childhood and literacy learning.

FORMATIVE EVALUATION AS A MEANS OF IMPROVING THE QUALITY OF KNOWLEDGE OF STUDENTS IN PRIMARY CLASSES

2020 ◽  
Vol 20 (2) ◽  
pp. 51-59
Author(s):  
Ziada Kadyrova ◽  
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Evaluation ◽  
School Teacher ◽  
Positive Role ◽  
Assessment Of Learning ◽  
Assessment Strategies

At the elementary school of Kyrgyzstan, new types of assessment of learning outcomes are actively being introduced. Stormy discussion causes problems with the use of formative assessment in the classroom. Methodists note the positive role of various formative assessment strategies. In the article, the author proposes strategies for formative assessment in elementary school lessons. Tips for teachers to successfully apply strategies are offered. It is shown that the proposed strategies allow the elementary school teacher to achieve good results in teaching subjects. At the end of the article, the author gives recommendations for the successful application of formative assessment strategies that can contribute to ensuring the quality of education in primary school.

Pupil Assessment Perceptions and Practices of Secondary Teachers

1988 ◽  
Vol 7 (4) ◽  
pp. 327-342 ◽  
Author(s):  
Mary Lou Veal
Keyword(s):  
Formative Assessment ◽  
Secondary Teachers ◽  
Summative Assessment ◽  
Assessment Instruments ◽  
Assessment Practices ◽  
Specific Assessment ◽  
Field Notes

Noting that current research has revealed a substantial gap between pupil assessment theory and the practices of secondary teachers, this study examined not only what teachers are doing, but also why they select and use certain practices. Assessment was observed in at least three classes for each of 13 selected secondary teachers, and descriptions of specific assessment practices were obtained through formal and informal interviews. School documents and teacher-developed assessment instruments were also examined in order to add depth to descriptions. The bulk of the data consisted of field notes from interviews and observations, which were analyzed qualitatively. Frequency indices were also prepared to allow easier viewing of patterns in the data. Ninety specific assessment practices were identified. Of the 90 total instances, 16% were preassessment, 30% were formative assessment, and 54% were summative assessment. Analysis of emergent themes indicated that teachers’ assessment practices were influenced by the effort and improvement of their students, and that teachers individualized their assessments. Teachers also identified conditions under which they used assessment including the determination of the purpose or utility of each technique as well as efficiency of administration.

A Rare Case of Congenital Missing Mandibular Second Molar: Report and Review of Literature

2020 ◽  
Author(s):  
Deepashri H Kambalimath
Keyword(s):  
Tooth Development ◽  
Rare Condition ◽  
Review Of Literature ◽  
Indian Literature ◽  
Missing Teeth ◽  
Second Molar ◽  
The World ◽  
Mandibular Second Molar ◽  
Sporadic Cases ◽  
Genetic And Environmental Factors

Congenital missing permanent second molar is an extremely rare condition. Non syndromic mandibular second molar agenesis associated with other anomalies has occasionally been reported in literature, but isolated sporadic cases are rarely observed. Number of interactions between genetic and environmental factors during the process of tooth development might be the causative etiology for agenesis. This report presents an isolated case of hypodontia with absence of bilateral mandibular second molar agenesis in a healthy 18 year old female patient is presented and literature review on prevalence of most missing teeth with incidence of missing second molar in various regions of the world and in various regions of Indian continent is presented. No such case has been reported in Indian literature so far.

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

scholarly journals Volcanic Ash, Insecurity for the People but Securing Fertile Soil for the Future

2019 ◽  
Vol 11 (11) ◽  
pp. 3072 ◽  
Author(s):  
Dian Fiantis ◽  
Frisa Ginting ◽  
Gusnidar ◽  
M. Nelson ◽  
Budiman Minasny
Keyword(s):  
Volcanic Ash ◽  
Volcanic Eruptions ◽  
Positive Outcome ◽  
Natural Event ◽  
Fertile Soil ◽  
The People ◽  
The World ◽  
The Future ◽  
Security View ◽  
Agricultural Areas

Volcanic eruptions affect land and humans globally. When a volcano erupts, tons of volcanic ash materials are ejected to the atmosphere and deposited on land. The hazard posed by volcanic ash is not limited to the area in proximity to the volcano, but can also affect a vast area. Ashes ejected from volcano’s affect people’s daily life and disrupts agricultural activities and damages crops. However, the positive outcome of this natural event is that it secures fertile soil for the future. This paper examines volcanic ash (tephra) from a soil security view-point, mainly its capability. This paper reviews the positive aspects of volcanic ash, which has a high capability to supply nutrients to plant, and can also sequester a large amount of carbon out of the atmosphere. We report some studies around the world, which evaluated soil organic carbon (SOC) accumulation since volcanic eruptions. The mechanisms of SOC protection in volcanic ash soil include organo-metallic complexes, chemical protection, and physical protection. Two case studies of volcanic ash from Mt. Talang and Sinabung in Sumatra, Indonesia showed the rapid accumulation of SOC through lichens and vascular plants. Volcanic ash plays an important role in the global carbon cycle and ensures soil security in volcanic regions of the world in terms of boosting its capability. However, there is also a human dimension, which does not go well with volcanic ash. Volcanic ash can severely destroy agricultural areas and farmers’ livelihoods. Connectivity and codification needs to ensure farming in the area to take into account of risk and build appropriate adaptation and resilient strategy.

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.

Hacia la acreditación internacional de programas educativos con base en competencias

2021 ◽  
Vol 4 (3) ◽  
pp. 17-28
Author(s):  
A. Garcés Báez ◽  
Ma. del R. Moreno Fernández ◽  
E. Mora Colorado
Keyword(s):  
Learning Outcomes ◽  
Information Technologies ◽  
Educational Programs ◽  
Academic Programs ◽  
Social Significance ◽  
The World

Las competencias para la Acreditación Internacional de los Programas Educativos en Computación y Tecnologías de la Información. A partir de los fundamentos se transita por los programas académicos y algunos organismos acreditadores tomando como eje, en ambos casos, las competencias hasta llegar a su identificación en el escenario internacional en el Marco del Acuerdo de Seúl. Como es sabido el desarrollo de competencias se enfoca sobre situaciones y problemas específicos, es por ello que una enseñanza por competencias brinda la oportunidad de garantizar que los aprendizajes sean adquiridos de manera oportuna y precisa, en términos de su trascendencia personal, académica y social. En todos los casos el concepto de competencia señala tanto el proceso como los resultados del aprendizaje, las cuales podría aplicar las competencias en el mundo. The competences for the International Accreditation of the Educational Programs in Computing and Information Technologies is addressed. Based on the fundamentals, we move through the academic programs and some accrediting bodies taking as their axis, in both cases, the competences until their identification in the international scenario within the framework of the Seoul Accord. As it is known, the development of competences focuses on specific situations and problems, which is why a teaching by competences provides the opportunity to ensure that learning is acquired in a timely and accurate manner, in terms of personal, academic and social significance. In all cases, the concept of competence indicates both the process and the learning outcomes, which will be the spearhead to apply the skills in the world.

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