Effective Formative Assessment Research Articles

Practical approaches to technology-mediated formative assessment for middle school educators

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels

AimThis research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. BackgroundFormative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. DesignThe study was designed as a pre-test post-test randomized controlled experimental study. MethodBefore the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. ResultsThe average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. ConclusionIt was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.

Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study

Formative assessment (FA) has gained increasing prominence in the field of L2 education. However, how L2 students actually perceive FA has remained underexplored, and this is a critical gap because students' perceptions of assessment can exert a significant impact on their approaches to learning and learning outcomes. Situated within a college English course at a single Tier One university in southwestern China, this study investigated students' perceptions of the benefits and challenges of FA. Five major FA activities were integrated into the course, including writing learning journals, clarifying assessment criteria, conducting peer assessment of course essays, conducting self-assessment of course essays, and providing teacher feedback on course essays. These activities were designed on the basis of Black and Wiliam's (2009) framework for effective formative assessment. Adopting a qualitative approach, the researchers collected semi-structured written reflections from 47 students at the end of the course. The study provides insights into the potential of FA in improving EFL students' self-regulation and English language proficiency, as well as enabling students to develop new perspectives on language assessment. It also reveals an array of challenges faced by the EFL students, pertaining to their own characteristics, the assessment tasks, and school and systemic issues.

Uncovering the connection: how do preservice teachers’ inquiry skills relate to practices of judgment and feedback regarding lower secondary school students’ laboratory reports?

ABSTRACT Recent studies have shown that preservice teachers often struggle to effectively implement formative assessment practices to support students’ inquiry skills development. Therefore, it is crucial to investigate factors related to the successful implementation of these practices by preservice teachers. In this study, the relation between the inquiry skill levels of preservice science teachers and the accuracy of their judgments and the quality and quantity of feedback given on lower secondary school students’ laboratory reports of different levels of achievement were examined. Therefore, 61 preservice science teachers evaluated laboratory reports and provided feedback using a rubric, after their inquiry skills were assessed with a paper-and-pencil test. The results show that preservice teachers’ inquiry skills significantly explained the variance in judgment accuracy for all reports. Additionally, the inquiry skill levels of preservice teachers were positively related to the amount of correct feedback they gave in all reports and the amount of prescriptive feedback they gave in the low-achieving report. Finally, there was a negative correlation between the inquiry skill levels of the preservice teachers and the amount of false feedback they gave in high-achieving reports. The results are discussed in terms of effective formative assessment practices in the context of inquiry skill.

Formative Assessment of Student’s Academic Achievements in Mobile Learning Environments

This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifically for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engage learners actively and provide immediate feedback. Additionally, the research examines the use of adaptive formative assessments, which utilize mobile technology to personalize assessment content and pacing according to individual learner needs and progress. The study also examines the role of m-learning analytics in formative assessment, allowing educators to gather real-time data on student interactions and performance to guide instructional decisions. Furthermore, the study explores innovative practices such as gamified formative assessments, which incorporate elements like badges or leaderboards to enhance motivation and engagement among learners. By synthesizing existing literature and empirical studies, this study contributes to advancing the understanding of effective formative assessment practices in m-learning environments. It offers valuable insights for educators, curriculum designers, and policymakers who aim to enhance student learning and achievement in digital-age education.

Involvement of the student in their learning: Effects of formative assessment on competency development

The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.

The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies

We study the experts’ practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities, focused on the functionalities of DT and on the implemented FA strategies, with a micro-analysis, developed with reference to a theoretical construct useful for interpreting and analysing expert teachers’ roles during classroom discussions (the Model of Aware and Effective Attitudes and Behaviours, MAEAB). More specifically, we explore how the expert uses DT to empower these roles with the aim of promoting FA processes. This study has two implications: (1) at the theoretical level, the study will introduce a model aimed at characterising the ways in which the expert can promote FA during classroom discussions when they are mediated by the use of DT; (2) at the pragmatic level, the use of this model to analyse paradigmatic examples from teaching experiments will introduce potential guidelines for teacher professional development aimed at promoting teachers’ autonomous use of DT to carry out effective FA practices.

Design and implementation of an AI‐enabled visual report tool as formative assessment to promote learning achievement and self‐regulated learning: An experimental study

AbstractFormative assessment is essential for improving teaching and learning, and AI and visualization techniques provide great potential for its design and delivery. Using NLP, cognitive diagnostic and visualization techniques designed to analyse and present students' monthly exam data, we developed an AI‐enabled visual report tool comprising six modules and conducted an empirical study of its effectiveness in a high school biology classroom. A total of 125 students in a ninth‐grade biology course were assigned to a treatment group (n = 63) receiving AI‐enabled visual reports as the intervention and a control group (n = 62) receiving overall oral feedback from the teacher. We present the main statistical results of the within‐subjects design and the between‐subjects design respectively, to better capture the main findings. Repeated measures ANOVA revealed a significant interaction effect of intervention and time on learning achievement, and the paired‐sample Wilcoxon test indicated that the treatment group had experienced increasing learning anxiety (Cohen's d = 0.203, p = 0.046) and self‐efficacy (Cohen's d = 1.793, p = 0.000) over time. Moreover, we conducted a series of non‐parametric tests to compare the effects of AI‐enabled visual reports and teacher feedback, but found no significant differences except for an increased self‐efficacy (Cohen's d = 0.312, p = 0.046). Additionally, we had the students in the treatment group rate their favourable modules in the AI‐enabled visual report and provide evaluative feedback. The study results provide important insights into the design and implementation of effective formative assessment supported by artificial AI and visualization techniques. Practitioner notesWhat is already known about this topic Formative assessment is essential for improving teaching and learning. Traditional formative assessment tools lack accurate data‐oriented assessment and usability. AI and visualization techniques have great potential for formative assessment. What this paper adds This study designs and implements an AI‐enabled visual report tool that generates data‐driven, user‐friendly reports. The AI‐enabled visual report can not only enhance students' learning achievement and self‐regulated learning over time but also increase their test anxiety. The AI‐enabled visual report has a comparable effect with teacher feedback but leads to increased self‐efficacy. Implications for practice and/or policy We recommend using the AI‐enabled visual report in large‐size classes for its overall positive effects on both learning achievement and self‐regulated learning. We recommend using the AI‐enabled visual report over teacher feedback for its capacity to enhance students' self‐efficacy. We recommend prioritizing the modules of Performance Ranking, Personal Mastery and Knowledge Alert when designing the AI‐enabled visual report.

Effects of formative assessment with technology on students’ meaningful learning in chemistry equilibrium concepts

This study examines how students’ conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes for the treatment group and one intact class for the comparison group. To gather quantitative data, the chemical equilibrium conceptual test and the chemical equilibrium procedural test were adapted from the literature. The qualitative data were also gathered using semi-structured interviews and classroom observations. Descriptive statistics and one-way ANOVA were employed to analyze the quantitative data, and theme analysis was utilized to examine the qualitative data. One-way ANOVA results revealed that, in comparison to students who were taught using conventional methods and formative assessment strategies, students who were taught using technology-supported formative assessment strategies demonstrated improvements in conceptual and procedural knowledge. The results of semi-structured interviews and classroom observations also show that, when compared to students who are taught using conventional methods and formative assessment alone, students who are taught using technology-supported formative assessment strategies have a high improvement in learning outcomes of learning chemical equilibrium concepts. In conclusion, conventional methods and formative assessment alone were shown to be less successful for students’ conceptual and procedural knowledge in learning chemical equilibrium concepts than technology-supported formative assessment strategies. These results led the authors of this research to recommend that TSFA be used by chemistry teachers to enhance their students’ conceptual and procedural understanding of chemical equilibrium concepts.

The Utilization of Game-Based Quizizz Application in Learning Education Management for PGMI Students at IAIN Kudus

This research was motivated by the utilization of the quizizz application in learning education management to increase student learning interest in the PGMI study program at IAIN Kudus. The purpose of this study was to examine the utilization of quizizz applications by teaching lecturers in education management courses in the PGMI study program at IAIN Kudus. This research used a descriptive qualitative approach using the field research method with the research subjects being PGMI students in class C semester 3 at IAIN Kudus. The results of the study indicate that the utilization of quiziz applications in education management learning greatly supports students' understanding in education management courses, adds to the fun experience, and was motivated in learning, especially in education management courses. The implications of utilizing the quizizz application include: 1) Increasing Student Involvement, 2) Increased Understanding of Material, 3) Increasing Information Retention, 4) Stimulation of Student Creativity, 5) Increased Learning Motivation, 6) Efficiency of Time and Resources, 7) Increased Use of Technology in Learning, 8) More Effective Formative Assessment, 9) Increased Teacher-Student Interaction. The utilization of this game-based quzizz application greatly supports learning for both lecturers and students, and this is an attraction in the management of learning media effectively in the scope of higher education, especially at the IAIN Kudus campus, and becomes a motivation for renewal in the world of education to use learning media more effectively and creatively for the next period

Effects of formative assessment on intrinsic motivation in primary school mathematics instruction

Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study (N = 27 teachers and 613 students) aimed to test whether FA has a positive effect on intrinsic motivation mediated by students’ perceived competence support (PCS). In a three-group design, two versions of FA were compared with a control group. In both versions of FA, teachers used a tool for learning progress assessment (LPA), while in one version, teachers received a combination of LPA and additional support consisting of materials for feedback and adaptive instruction (LPA+). A path model for half-longitudinal designs was estimated. Results support the motivational effect of FA. LPA and LPA+ both positively influence students’ PCS which is in turn associated with higher intrinsic motivation. A small indirect effect on intrinsic motivation mediated by PCS was shown for both intervention groups, which was only significant for LPA. For LPA+, higher-performing students particularly benefitted from the intervention. Teachers’ use of FA practices can foster students’ PCS which seems to be a promising way in motivation-enhancing teaching.

Investigating Effective Formative Assessment Applications to Enhance Students' Performance and Interest in Learning Mathematics

This study investigates upper secondary teachers' application of formative assessment towards its effectiveness in enhancing students’ performance and interest in learning Mathematics. This study was carried out within Nyamasheke District, Western Province, Rwanda. The sample of the study was composed of 78 respondents, including 72 senior five students and six mathematics teachers, randomly and purposively, respectively, selected from six upper secondary schools. An in-depth interview and document reviews were used to collect data. The collected data from interviews was analyzed thematically, and the document review was analyzed descriptively. It was found that formative assessment is important for students since it enhances their active learning and collaboration. However, the results from the study showed that teachers do not provide the feedback that can make students improve their learning. This study recommends that teachers provide effective assistance to the students and provide feedback that makes students improve their mathematics learning. Keywords: Formative assessment, in-depth interview, document review, secondary school teacher, Rwandan students, mathematics

What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners

ABSTRACT Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overall data showed that (i) formative assessment had both direct effects on students’ science learning behaviours and indirect impacts mediated by students’ motivational beliefs and (ii) the total effect of teacher feedback on science learning behaviours was greater than adaptive instruction. The comparison between Western and East Asian datasets indicated that (i) the impact of teacher feedback on East Asian students’ motivational beliefs was greater than that on their Western counterparts, (ii) the impact of adaptive instruction on Western students’ motivational beliefs was greater than that on East Asian counterparts, and (iii) the direct impacts of teacher feedback and adaptive instruction on science learning behaviours were similar for both groups of students. Suggestions were made on how to effectively implement formative assessment to enhance science learning in different cultural contexts.

Positive impact of formative assessment on science subject learning: A case study of an international private school

Addressing challenges in science education and enhancing students' learning experiences requires a comprehensive understanding of effective formative assessment practices. This study aims to investigate students' perspectives on formative assessment, particularly Classroom Assessment Techniques (CATs), in science education and explore their positive impact. Two research objectives were established: (1) to explore students' perspectives on CATs and (2) to identify students' reasoning on CATs. Students at an international private school who had been introduced to CATs and had used these techniques throughout their learning sessions were the focus of this qualitative research. In this study, 15 students participated in an online survey, out of whom three participants were randomly selected to participate in individual, in-depth, semi-structured interviews conducted. The students also signed informed consent forms, indicating their agreement to participate in the study. A series of interview protocols were designed. Regarding the perspectives on CATs, participants' responses were categorized into two common themes: (i) the ability to relate science to daily life and (ii) enhancement of understanding of science subject. Meanwhile, students' reasoning behind CATs was categorized into three common themes: (i) self-directed learning, (ii) aid in memorization, and (iii) reduction of feelings of isolation. The findings can provide both educators and students with a deeper understanding of the benefits derived from implementing CATs and how these techniques contribute significantly to the progress of teaching and learning processes.

THE POTENTIAL OF THE ESSAY IN FORMATIVE ASSESSMENT: LITERATURE REVIEW

This scientific research explores the potential of using essays as a formative assessment tool in the context of the competencies approach. The competencies approach emphasises the importance of focusing on learning progress and needs to promote successful learning, thus formative assessment plays a pivotal role in facilitating effective learning. The study highlights the significance of essay writing in promoting critical thinking, problem-solving, and self-directed learning. However, students often perceive essays solely as a means of summative assessment, lacking a comprehensive understanding of the assessment criteria. To address this issue, the research emphasizes the importance of involving students in the learning process by collectively defining outcomes, establishing assessment criteria, and providing constructive feedback. Clear objectives and feedback are crucial in fostering self-regulated learning and lifelong learning. The study highlights the need for student-teacher collaboration to enhance students' attitudes towards learning. Challenges in implementing formative assessment, such as providing quality feedback to each student, are acknowledged. In the context of foreign language learning, essays serve as valuable tools for formative assessment, providing insights into students' learning achievements. Furthermore, the development of criteria for self-assessment and self-regulated learning skills is essential for effective formative assessment.

Effective formative assessment for pharmacy students in Thailand: lesson learns from a school of pharmacy in Thailand

Introduction: Formative assessment (FA) is an assessment concept that is of interest in education. The Doctor of Pharmacy program is one of the programs in which FA is usually implemented. This study aimed to describe the correlation between FA scores and summative assessment (SA) scores and to suggest possible key success factors that affect the effectiveness of FA.MethodsThis study employed a retrospective design using mixed methods for data collection. Data in the semesters 1/2020 and 2/2020 of the Doctor of Pharmacy curriculum in a Thailand pharmacy school were used. Three sets of data were gathered, including the course information (e.g. FA methods, FA scores, and SA scores) from 38 records, self-reports from 326 students and 27 teachers, and 5 focus group discussions. The quantitative data were statistically analyzed using descriptive statistics and Pearson correlation, while the qualitative data were analyzed using a content analysis framework.ResultsThe analysis revealed five main methods that were used for FA, including individual quizzes, individual reports, individual skill assessments, group presentations, and group reports. Of all 38 courses, 29 (76.32%) had significant correlations between FA and SA scores at p-values < 0.05. The individual FA score was related to the correlation coefficient of the courses (p-value = 0.007), but the group FA score was not related (p-value = 0.081). In addition, only the frequency of individual quiz had a significant effect on the correlation coefficient. Moreover, the key success factors which affected the effectiveness of FA were divided into six themes, including the appropriate method, an effective reflection, frequency of assessment, the appropriate score, the adequate support system, and teacher knowledge management.ConclusionThe subjects that used individual FA methods provided a significant correlation between FA and SA, while those who used group FA methods did not show a significant correlation. Additionally, the key success factors in this study were appropriate assessment methods, frequency of assessment, effective feedback, appropriate scoring, and a proper support system.

Effect of Formative Assessment on Students’ Conceptual Understanding of Physics Concepts among Secondary Schools in Ngoma District, Rwanda

This study sought to establish the impact of formative assessment strategies on A-level students’ conceptual understanding of modern physics in selected secondary schools in Ngoma District, Rwanda using the experimental research design and a questionnaire as data collecting instrument. The study used the sample of 160 students, including 70 students in the Physics Chemistry and Mathematics (PCM) combination and 90 students in the Physics, Chemistry and Biology (PCB) combination. During the intervention, the experimental group was given formative assessments mainly focusing on conceptual understanding of modern physics while the control group was assessed using the equation base problems. The study found out that assessment strategies have a significant positive effect on students’ conceptual understanding of learned materials. Based on the findings, the study recommended that in order for students to effectively comprehend concepts in physics, teachers have to use the formative assessment approach and properly design conceptual questions in their formative assessments. When this approach is effectively implemented, students will be able to master concepts in physics and perform well in their studies.

Socrative as Online Formative Assessment to Foster Reading Comprehension

The use of technology in education plays a vital role in language assessment. The change in educational adjustment during the COVID-19 period requires teachers to use technology in learning. The teachers need to know the effect of students' achievement and students' perceptions in using online assessment tools. This research aimed to investigate the students' improvement of reading comprehension and students' perception of Socrative as an online formative assessment. This study applied a quasi-experimental design and a closed questionnaire to collect data. Two classes consisted of 32 students (16 students in the control class; 16 students in the experimental class) who participated in this study in SMA Negeri 1 Cepiring, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23. The result showed that Socrative effectively improves the students' reading comprehension. Socrative is effective as an alternative online formative assessment in improving the students' reading comprehension compared to the paper-based formative assessment. Another result revealed positive perceptions of Socrative as an online formative assessment for improving students' reading comprehension. They claimed that Socrative brings a new atmosphere and innovative formative assessment process that helps improve students' reading comprehension. For facts, Socrative can be considered as an innovative and effective online formative assessment that is worthed to apply by the english teachers or educators.

Effectiveness of Formative Assessment As Learning Tool in Quantitative Analytical Chemistry Remote Learning

The effectiveness of learning tools in remote learning mode during the COVID-19 pandemic was investigated in The Quantitative Analytical Chemistry Course in University of the Philippines-Diliman. The effectiveness of formative assessments with feedback was determined by comparing students’ performance in the pretest and posttest assessments. Dependent sample t-test analysis of over-all performance of student showed that as a cohort, there was a statistically significant improvement in the posttest ( M = 8.44, SD = 1.63) performance compared to pretest (M = 5.46, SD = 2.19), t(49) = 9.926, p &lt; 0.001). The dependent t-test analysis indicate that there was a statistically significant improvement in nine topics while there was no statistically significant improvement in two topics. Results of the study indicate that in three of the topics with Problem Solving/Analyze/Evaluate type of questions, less than 55% of the students were able to fully answer the problem in the posttest. The findings indicate that for multistep problem solving and evaluate type of questions, additional learning strategies are needed for majority of students to be fully competent on the topics. This study also aimed to assess effectiveness of commercially available online learning platforms as learning tool. The data indicate that only 50% (28 out of 54 students) of the students accessed at least once the online learning platform during the duration of the course.

Implementation of Formative Assessment in Engineering Education

Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.