Continuous Formative Assessment Research Articles

Dongkrek Art in Co-Curricular Activities as a Manifestation of Differentiated Learning

The purpose of this research is to describe cocurricular learning by utilizing Dongkrek art as differentiated learning. The type of research is descriptive qualitative. The source of data is co-curricular activities with Dongkrek art. Data were collected through: observation, interview, and documentation study. The result of the research is that co-curricular learning by utilizing Dongkrek art is differentiated learning because it fulfills its components, namely: flexibility, grouping process based on needs, active involvement of students, appropriate challenges, and continuous formative assessment. The conclusion of the research is that Dongkrek art in co-curricular is a manifestation of differentiated learning.

Teaching Ethics in Teacher Education: ICT-Enhanced, Case-Based and Active Learning Approach with Continuous Formative Assessment

Teaching Ethics in Teacher Education: ICT-Enhanced, Case-Based and Active Learning Approach with Continuous Formative Assessment

Significance of perioperative inter-departmental collaboration for obstetric emergency response: A mini-review.

This review underscores the crucial role of interdisciplinary collaboration in managing obstetric emergencies such as crisis bleeding. Prompt clinical judgment and coordinated interventions involving various departments are emphasized for the well-being of both the mother and newborn. The review explores the importance of emergency response infrastructure in obstetric facilities and delves into the 2022 Obstetric Crisis Bleeding Guidelines, emphasizing the relevance of a DIC score for severity assessment. The collaborative efforts within the operating room, involving different healthcare professionals, are detailed, stressing meticulous coordination during emergencies like massive bleeding. The necessity of interprofessional collaboration for building a responsive perioperative management team is discussed, with a focus on leadership, followership, and effective communication. The abstract also proposes simulation-based education for inter-departmental training, emphasizing a modified non-technical skill evaluation tool tailored to the unique characteristics of obstetric crisis management in the operating room. Continuous formative assessment of these factors is deemed essential for effective training in various obstetric emergency situations.

Challenges in learning foreign languages encountered by intermediate-level students

This article is dedicated to exploring and clarifying the challenges faced by intermediate-level learners aiming for advanced proficiency in a target language, but instead encountering a period of stagnation. Within this context, a survey of the studentsʼ expectations regarding learning outcomes revealed that the most highly valued achievement was the ability to conduct targeted searches on the Internet using their recently acquired language skills. Following closely was the recognition of the influential impact of fluent intercultural dialogue with foreigners as the second priority on the path to language proficiency. This capacity not only broadens professional horizons but also increases engagement in the virtual environment. Understanding studentsʼ needs is a fundamental task in education. To address this, we suggest a range of productive strategies and tools to evaluate intermediate-level learnersʼ needs. These include diagnostic evaluations, self-evaluation, needs analysis surveys, feedback monitoring, cultural competence assessment, learning style monitoring, technology usage and preferences, and continuous formative assessment. Applying these techniques allows educators to acquire a comprehensive understanding of studentsʼ requirements, inclinations, and obstacles. It empowers teachers to customize their pedagogical approaches and content, providing enhanced support to students navigating through the stagnation phase. Having determined studentsʼ expectations and the obstacles they faced at the intermediate level, the authors have drawn conclusions regarding the correlation between these factors, noting a direct dependency between them. The article proposes methods and approaches aimed at addressing the dissonance between learnersʼ expectations and demotivating difficulties. These approaches include a task-based approach, error correction, individualized feedback, cultural immersion, co-teaching for dual guidance, and peer collaboration. Additionally, it is suggested that to rectify occasional errors, teachers should engage students in methods involving open-ended questions. They should instruct students in skills relevant to effective conversational performance, such as opening conversations, turn-taking, interrupting, changing the subject, understanding adjacency pairs, and closing conversations.

The Perceptions of Middle School Teachers of English on the Learning Outcomes Framework and Continuous Assessment

This research paper investigates how teachers of English teaching in state middle schools around Malta perceive the Learning Outcomes Framework and the introduction of Continuous Assessment. This study identifies the teachers’ opinions on these phenomena and their implications on teaching and learning. Data was collected through qualitative online questionnaires and a semi-structured interview with an Education Officer (EO). This research identified that teachers are aware of the advantages of the Learning Outcomes Framework and Continuous Assessment on learning; however, they also acknowledge the added workload and extra preparation they entail. The data analysis revealed that teachers are familiar with what Continuous Assessment and Formative Assessment imply, yet have difficulty with defining differences. In conclusion, both the number of Learning Outcomes and the teachers’ workload must be reduced.

The Impact of Periodic Formative Assessments on Learning Through the Lens of the Complex Adaptive System and Social Sustainability Principles.

Medical institutions in India have employed different periodic formative assessment (FA) methods with variable impact. The formative evaluation must incorporate feedback to improve learning. Formative assessment has helped inexperienced students apprehend their weaknesses, make choices, prepare for summative exams, and allow teachers to identify regions wherein students may also need aid. This study attempts to quantify the impact of the weekly, monthly, and semesterformative assessments and view it retrospectively through the lens of complex adaptive systems and social sustainability principles. We used a post-exam survey and statistical analysis to compare the students' performance between the timely periodic formative assessments in a competency-based curriculum. The cohort consisted of 2018 (semester), 2019 (weekly), and 2020 (monthly) first-year medical students. Cronbach alpha, spearman's correlation coefficient, descriptive statistics, and repeated measure analysis of variance were used to explore the reliability and relationship between formative assessment and summative scores of each cohort and find any significant difference. The authors also analyzed the accordance between the FA exam performance and students' perceptions, deduced broad themes, and discussed the appropriateness and feasibility of students' suggestions for changes. A significant correlation was found only between the weekly formative assessment and summative scores (r=0.74, p=0.01). Theanalysis of variance established significant differences betweenall summative scores of respective periodic formative assessments. The weekly formative assessment showed the highest mean summative examination scores. This study helped comprehend preclinical students' apprehension after the intervention of periodic formative assessments. The students found this intervention helpful in driving and detecting gaps in learning but preferred focused feedback, clinically oriented practices, and countered mental health issues. The continuous periodic formative assessment model had a valid educational impact but was not sustainable according to social sustainability principles. A complex adaptive framework can be utilized to make it sustainable.

Bridging Mathematics and Computer Science Through Threshold Concepts

Contribution: Using threshold concepts as the framework for curriculum design, a project on neural network methods for solving differential equations is presented, with a rich set of transformative concepts from mathematics and computer science. Projects of this kind complement a typical curriculum with expertise that is crucial for critique and fundamental development of modern machine learning. Background: The curricula of many schools of mathematics and computer science present a relatively shallow introduction to the other subject. Student projects, on the other hand, provide an effective environment for interdisciplinary research between the two disciplines. Intended Outcomes: Providing students from computer science and mathematics the opportunity to obtain a deeper understanding and appreciation of the other subject, beyond the confines of the school curriculum. Application Design: The project contains tasks that require acquisition, not just of knowledge, but also of effective strategies and mental models, relevant to a set of transformative concepts from both disciplines. The tasks require a spectrum of activities, ranging from rigorous theoretical work to coding. Findings: Although the theory of threshold concepts needs further development, the existing paradigms provide a helpful framework for curriculum design. The continuous formative assessment proved effective in monitoring the participants’ journeys through the liminal state.

Innovating Formative Assessment to improvise Learner Engagement amongst Second Language Learners in light of NEP 2020

National Education Policy 2020, Para 12.2 states, ‘’Accordingly, curriculum and pedagogy will be designed by institutions and motivated faculty to ensure a stimulating and engaging learning experience for all students, and continuous formative assessment will be used to further the goals of each programme. All assessment systems shall also be decided by the HEI, including those that lead to final certification.” The core of the NEP 2020, rests in holistic development of learners while working on the principles of Universal Design for Learning and not, ‘One Size Fits All” paradigm. Understanding the thin lines of the policy, the Act points out in differentiating measurement, assessment and evaluation of a learner in the hands of Teacher and not the Administrators or Affiliating Bodies. The Assessment formats need to provide for Multiple Means of Representation, Flexibility and Autonomy to learners and not just Assessment of learning, as we are doing it presently. They need to be bi-directional where it not only assesses the learner’s abilities but also provides input to the teacher in designing its pedagogy. This article aims at demonstrating ways of assessing students innovatively in the consortium of English Language with an aim to upsurge the thinking process of a teacher in the designing continuous assessment process suiting its needs.

Formative assessment in accounting: student perceptions and implications of continuous assessment

ABSTRACT Research on formative assessment in accounting education examines the learning outcomes stemming from e-assessment or formative assessment within a stand-alone subject, but few studies examine the benefits and implications of continuous formative assessment or the perceptions of students who undertake formative assessment. The findings of continuous formative assessment introduced in a subject on intermediate financial accounting suggest that students benefit incrementally from multiple attempts at the formative assessment with optimal performance achieved at 7 attempts from a total of 10 opportunities. However, students also highlighted that the additional workload to participate in continuous formative assessment presented a major participatory constraint. The results of this study are consistent with the proposition that formative assessment improves students’ academic performance, but student perceptions on the benefits of formative assessment differ, particularly students with prior accounting knowledge and international students who appeared more receptive to formative assessment and feedback compared with domestic students.

Students' perception on flipped classroom with formative assessment: A focus group study.

To explore students' perception on the implementation of flipped classroom (FC) combined with formative assessment during the undergraduate teaching of orthodontic wire-bending skills. Third-year undergraduate dental students were taught wire-bending skills via FC teaching method using a series of pre-recorded online video demonstrations. As part of the formative assessment, the students were given the results and assessment rubrics of their prior wire-bending assessment before every subsequent session. Purposive sampling method for focus group discussion was used to recruit eight students comprising four high achievers and four low achievers. Strengths, weaknesses and suggestions for improvement of the FC with formative assessment were explored. Data were transcribed and thematically analysed. Students perceived that FC allowed for a more convenient and flexible learning experience with personalised learning and improved in-class teaching efficiency. The pre-recorded online videos were useful to aid in teaching wire-bending skills but lacked three-dimensional representation of the wire-bending process. Students suggested better standardisation of instructions and access to the marking rubric before and after assessment. FC teaching with continuous formative assessment and constructive feedback as a form of personalised learning was viewed favourably by students. The implementation of periodic individual feedback can further enhance their learning experience.

Impact Of Covid-19: Faculty Suggestions Regarding Online Medical Teaching.

As a result of the SARS-CoV-2 related government lockdown, academic institutions in Pakistan, including medical and dental colleges and universities, had to forgo on-site classes and make an emergency shift to online teaching. This study explores the perspective of the faculty, as a key stakeholder, on ways to increase the effectiveness of online teaching and learning at these medical and dental colleges and universities. A descriptive cross-sectional qualitative survey was conducted in April-July 2020 in 32 medical and dental colleges of Pakistan. The sample size was not pre-determined and the participants included teaching faculty of both clinical and basic sciences. Data were iteratively collected and analyzed till data and time saturation were achieved. Thematic analysis of data was done by running two coding cycles. All authors ensured analytical triangulation by analyzing the data independently before developing consensus on the subthemes and themes. One hundred and thirty-two medical teachers responded. Data analysis revealed three themes regarding suggestions to improve teaching methods improve assessment and increase the effectiveness of online teaching and learning. The participants suggested supplementing real-time classes with recorded lectures, providing broadband internet services, using assignment-based and active learning strategies, continuous formative assessment, faculty training, and standardization of online teaching by higher authorities. The current study offers actionable steps to decision makers at medical colleges and universities to make online teaching and learning more efficient and valuable, based on the suggestions from their faculty.

Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs.

Objectives:To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training.Methods:This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 20th April to 20th May 2021. Data was analysed using SPSS v. 21.0.Results:A total of 351 completed responses were received from 10 major cities of the country. Multiple aspects of entry-into-training, in-training and end-of-training evaluation showed poor correlation with the required training goals. A comparison of assessment for entry-into-supervised training (FCPS-I) versus independent practice (FCPS-II) showed a dismal situation regarding assessing affective skills like leadership, teamwork, coping with pressure and self-awareness. The concept of maintaining portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated. The lack of a continuous, periodic and balanced assessment (65%); detailed feedback (61.5%); fair exams (59%); variability in scoring system (58%) and professionalism of the examiners (57.5%) were the most frequently selected perceived flaws in the assessment system by the participants.Conclusion:There are multiple lacunae regarding competency-based assessment systems in our training programs and a massive scope for improvement. Assessment systems should be implemented as continuous process of learning, self-reflection, feedback and revalidation throughout the training tenure at regular and multiple points.

Formative Assessment Conceptualizations in Higher Education: Thematic Analysis Results

Although assessment is integral to education, it is quite uncommon to be a focal point of complex educational innovations. Unlike schools, which employ a range of continuous formative assessment procedures, universities commonly rely on summative methods that are likely to be discrete and reluctant to students’ needs and experiences. Based on the study of 20 foreign and Russian research papers, this article analyzes the formative assessment practices that are found to be employed in universities. The analysis provides the results that shows the gaps between formative assessment concepts employed by Russian and English-writing authors. The study concludes that the two conceptualizations differ most prominently in how formativesummative procedures are divided, the formative feedback is accomplished, and participativity is provided.

The effect of live demonstration and flipped classroom with continuous formative assessment on dental students\u2019 orthodontic wire-bending performance

BackgroundWire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic.MethodsForty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire.ResultsThe mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires.ConclusionsBoth LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

Development, testing and generalizability of a standardized evaluation form for the assessment of patient-directed reports in the new final medical licensing examination in Germany.

Background: As doctors often fail to explain diagnoses and therapies to patients in an understandable and appropriate way, the improvement of doctor-patient communication is essential. The current medical training and examinations are focused on verbal rather than on written communication. Following the premise of “assessment drives learning”, the final medical licensing examination in Germany has been further developed by the German National Institute for state examinations in Medicine, Pharmacy and Psychotherapy (IMPP). As part of the discharge management the candidates have to prepare a report for the patient that is understandable and provides them with all important information about their stay in hospital. Aim: A standardized evaluation form for formative and summative feedback has been developed and tested with regard to applicability and the assurance of test quality criteria, especially the reliability to assess the written communication skills of the students.Methodology: In an expert consensus procedure, a draft for a standardized evaluation form was developed. This form was revised after an initial trial run on patient-directed reports written by students in their last year of medical studies. Afterwards twenty-one patient-directed reports were evaluated by fourteen different examiners. The reliability was tested by calculating the generalizability-coefficient and by analysing the inter-rater reliability.Results: The first test on the evaluation of the patient-directed reports indicated the practicability of the application and the usefulness of the evaluation form as an instrument for assessing the written communication skills of students. The analyses of the inter-rater reliability showed that the degree of agreement in the evaluations was partly different between two groups of examiners. The calculated G-coefficient indicates a high reliability. The content validity of the evaluation form was given through the comprehensive medical expertise in the development process.Conclusion: Assessing written patient-directed communication is a benefit of the newly developed last part of the medical licensing examination in Germany. Continuous formative assessment and feedback based on the evaluation form is intended to improve the written communication skills of future doctors. Furthermore, a better understanding of their diagnosis and treatment as well as a trusting relationship with their doctor may empower patients in the medical decision process and lead to fewer dismissal errors in the future. For consistent use of the evaluation form a standardized training of examiners should be implemented.

Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

ABSTRACT Introduction: Pathology learning for medical undergraduate students is a challenging task. Kahoot! is a mobile game-based online digital formative assessment tool that can engage students in its learning. This study is the first to assess the effect of Kahoot! use on Pathology learning outside classroom using a comparative group with assessment done at the end of the course. Methods: The study was carried out on the first-year Pathology students at Helwan University, Faculty of Medicine, after ending a basic Pathology course. The study is a retrospective quasi-experimental quantitative study. Academic performance of students in Pathology was compared between Kahoot! and non-Kahoot! users (55 students each). In addition, an online survey was introduced to the 55 Kahoot! user students to investigate their perceptions on it. Survey and test score data were analyzed by appropriate tests using IBM-SPSS (Statistical Package for Social Sciences). The level of significance was P < 0.05. Results: Kahoot! enhanced Pathology understanding (83.6%), retaining knowledge (87.3%), made learning fun and motivating (89.1%). Other mentioned advantages of Kahoot! were practicing for exam (40%), simple and easy to use (36.4%), competitive (18.2%), self confidence booster (10.9%), forming a comprehensive image of the lecture (9%), quick (9%), and imagining skills booster (5.5%). Mentioned disadvantages included no explanation for the answers to questions (20%). A quarter of the students stated that the time limit for the questions was short (27.3%). Kahoot! use was significantly associated with better Pathology academic performance (P = 0.001), and it was not related to the general academic performance of the students (P = 0.06). Most users (85.4%) recommended its continuous future use. Conclusions: The study offers an endorsement to the use of Kahoot! for gamifying formative assessment of Pathology and can provide a basis for the design of an online Kahoot! -based continuous formative assessment plans implemented outside-classroom in the Pathology curricula.

Group OSCE (GOSCE) as a formative clinical assessment tool forpre-clerkship medical students at the University of Sharjah.

ObjectivesContinuous formative assessment with appropriate feedback is the pillar of effective clinical teaching and learning. Group Objective Structured Clinical Examination (GOSCE) has been reported as a resource-effective method of formative assessment. The present study aims to describe the development and evaluation of GOSCE as a formative assessment for pre-clerkship medical students.MethodsAt the University of Sharjah, GOSCE was introduced to medical students in Years 1, 2, and 3. The GOSCE was conducted as a formative assessment in which groups of 4–5 students were observed while they performed various clinical skills, followed by structured feedback from clinical tutors and peers. GOSCE was evaluated both quantitatively and qualitatively and appropriate statistical analysis was applied to evaluate their responses.ResultsA total of 232 students who attended the GOSCE responded to the questionnaires. Most of the students and clinical tutors preferred formative GOSCE over individual feedback. Both students and clinical tutors valued the experience as it helped students to identify gaps and to share knowledge and skills among group members.ConclusionThis study found that formative GOSCE provided a valuable and feasible educational opportunity for students to receive feedback about their clinical skills.

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

For the last 15 years, higher education has dramatically changed in terms of its mission and modes of delivery, involving many changes in how teachers approach course design and implementation, mainly because the final aim of learning is no longer the transmission of knowledge but the acquisition of competences for professional practice that promote graduates’ employability. One of the most affected processes has been evaluation, insofar as assessing these competences requires using strategies beyond the mere evaluation of declarative knowledge. Traditionally, evaluating in translation degrees has been said to be based on continuous assessment. However, the meaning and implications of ‘continuous assessment’ and its relation to ‘formative’ and ‘final’ assessment have often been misinterpreted as revealed in the literature. In this paper, we analyse the most common misconceptions in higher education assessment and, particularly, in translation teaching and learning. Furthermore, we present constructive alignment as a solid pedagogical framework for use in this field. Combining several formative methods and instruments is found to be most beneficial after reviewing the methods and instruments available and measuring the extent to which the intended learning outcomes were achieved as well as spotting individual learners’ needs. This paper emphasises the usefulness of continuous formative assessment as compared to continuous summative assessment, which measures the results of learning but does not act on the learning process.

Exploring student perceptions and experiences of ICT-enhanced formative assessment in an undergraduate management accounting course

The central role of assessment in driving student learning has been well argued in the literature. In particular, continuous formative assessment with timely feedback helps motivate students to work consistently, while the addition of just-in-time support may further motivate and support learning. Information and communication technologies have the potential both to contain the administrative burden of frequent formative assessment and enhance the provision of timely feedback. Drawing on theories of assessment and motivation this study investigates the value of combining two technological interventions, tutorial screencasts and online quizzes, for enhancing student learning in an undergraduate management accounting course. Data was collected from the usage logs of the learning management system and a survey of student experiences. The results indicate that the interventions enhanced students’ learning experiences both by motivating them to engage with the coursework and by encouraging them to do so on a continuous basis.

A Critical Review of the School-Based Assessment in Brunei Darussalam

School-Based Assessment for Learning (SBAfL) was developed by the Ministry of Education in Brunei Darussalam to assess how well the students have achieved the objectives and learning outcomes as mentioned in the mathematics syllabus. Under the SBAfL, the Brunei Common Assessment Tasks (BCATs) was introduced where teachers develop and adapt standard-based criteria and rubrics to help students assess their developing knowledge and skills. In this study, random samples of the fourth assigned BCAT (BCAT 4) for Year 7 were collected as research artefacts. A semi-structured interview was conducted with Ms. Ella, who assessed the Year 7 students. Learning outcomes and marks awarded in BCAT 4 are discussed in this paper. The Year 7 students were expected to carry out the task based on the learning outcomes, which are categorised into three dimensions: Knowledge and Understanding (K&amp;U), Thinking skills, Problem Solving and Investigation (PSI), and Communication Skills (CS). It was found that these learning outcomes were confusing. The learning outcomes and the dimensions indicated should be clear and consistent. The marks awarded in the assessment task were not fair and contradict the aims of designing a quality assessment task. A proper marking scheme should be discussed and designed by teachers in order to give a fair and systematic approach in the process of working out the solution for the assessment tasks. Teachers must not depend on BCATs only as a source of feedback for students. Continuous formative assessment should be administered to ensure the students’ mastery of knowledge.