Formative Assessment Approach Research Articles

Centering Communities of Color in the Modernization of a Public Health Survey System: Lessons from Oregon.

Public health survey systems are tools for informing public health programming and policy at the national, state, and local levels. Among the challenges states face with these kinds of surveys include concerns about the representativeness of communities of color and lack of community engagement in survey design, analysis, and interpretation of results or dissemination, which raises questions about their integrity and relevance. Using a data equity framework (rooted in antiracism and intersectionality), the purpose of this project was to describe a formative participatory assessment approach to address challenges in Oregon Behavioral Risk Factor Surveillance System (BRFSS) and Student Health Survey (SHS) data system by centering community partnership and leadership in (1) understanding and interpreting data; (2) identifying strengths, gaps, and limitations of data and methodologies; (3) facilitating community-led data collection on community-identified gaps in the data; and (4) developing recommendations. Project team members' concerns, observations, and critiques are organized into six themes. Throughout this engagement process, community partners, including members of the project teams, shared a common concern: that these surveys reproduced the assumptions, norms, and methodologies of the dominant (White, individual centered) scientific approach and, in so doing, created further harm by excluding community knowledges and misrepresenting communities of color. Meaningful community leadership is needed for public health survey systems to provide more actionable pathways toward improving population health outcomes. A data equity approach means centering communities of color throughout survey cycles, which can strengthen the scientific integrity and relevance of these data to inform community health efforts.

Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes

ABSTRACT This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students’ content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class observations and semi-structured interviews indicated that four formative assessment approaches – questioning techniques, worksheets, peer and self-assessment, and formative use of summative tests – were frequently carried out in CLIL classes. A synergy of assessment tools was also found in the observed CLIL class, which provides students, teachers, and parents with a continuing stream of evidence of student progress and skill. Findings showed that the teachers were aware of AfL and promoted it through various formative assessment practices in their CLIL classes. This study provides insights into the development of alternative instruments that can be used to assess EFL more comprehensively in the CLIL classroom context of elementary education.

Examining the Relationship between Learning Context, School Choice, and Academic Performance: A Study of Government-Assisted Adventist Secondary Schools in the Ashanti, Ghana

This study aimed at examining the association between the learning context, school choice, and academic performance. An Embedded Mixed Methods design was applied within the framework of the pragmatic research paradigm. The target population consisted of 5 Government-Assisted Adventist secondary schools in the Ashanti Region, Ghana, with 27,388 students and stakeholders. The study involved a sample of 396; 200 students and 196 stakeholders (management and teachers, old students, pastors, church members, and parents). Sampling strategies included simple random, stratified random, purposive, and snowball due to the diversity of the respondents. The data were analysed using ANOVA, Correlation, Crosstabulation, and documentary techniques. The findings indicated a significant difference between Basic Education Certificate Examinations (BECE) and West Africa Senior School Certificate Examinations (WASSCE) performance with p-values of .016 and .000, respectively, P<.05 at a 95% Confidence Interval. There was a significant correlation between the learning context standard and parental school choice. The results showed that schools with low-standard learning contexts mainly attract average and low-performing applicants. The study suggests enhancing the learning context standards of less-endowed secondary schools to boost their competitiveness. Policymakers are urged to incorporate diagnostic, formative, and summative assessment approaches in evaluating secondary schools, taking into account their learning context to ensure fairness, reliability, and equity.

TO ANALYZE THE IMPACT OF FORMATIVE ASSESSMENT IN FOSTERING THE STUDENT’S LEARNING COMPETENCIES

This research article investigates the effects of formative assessment on students' learning abilities and academic performance. The study aims to examine the efficacy of different formative assessment approaches in enhancing student engagement, selfregulation, and metacognitive skills. Employing a mixed-methods approach, quantitative and qualitative data collected from a diverse group of college students. Various formative assessment strategies, including feedback, self-assessment, peerassessment, and goal setting, were implemented in the classroom. The quantitative analysis focused on evaluating the impact of these practices on students' learning outcomes, such as academic achievement, motivation, and self-confidence. Complementary to this, qualitative data was gathered through interviews and classroom observations to gain deeper insights into students' perceptions and experiences related to formative assessment. The findings highlight the pivotal role of formative assessment in fostering students' learning abilities. Implementation of formative assessment practices resulted in heightened student engagement, improved self-regulation, and enhanced metacognitive skills. Notably, the provision of timely and constructive feedback, along with opportunities for self-assessment and peerassessment, proved particularly effective in enabling students to identify their strengths and weaknesses, as well as to establish attainable learning goals. Furthermore, this research underscores the significance of teacher-student interactions in the formative assessment process. Teachers' supportive and facilitative roles, coupled with clear communication of learning expectations, contributed to students' active participation and sense of ownership over their learning journey. The study emphasizes the ongoing need for professional development among teachers to effectively implement formative assessment strategies in the classroom. In summary, this research article offers valuable insights into the influence of formative assessment on students' learning competencies. The findings suggest that formative assessment practices have the potential to positively impact students' academic growth and empower them to become self-directed learners. By harnessing the benefits of formative assessment, educators can create inclusive learning environments that foster students' overall development and prepare them for future educational challenges.

Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages

While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French in Chinese universities, and then explored their engagement in L2 writing. Follow-up interviews were conducted with individual students for triangulation of the survey results. The quantitative results showed that formative and portfolio writing assessments positively predicted students’ planning, task management and persistence in L2 writing, whereas summative writing assessment negatively predicted their persistence. The findings showed that the formative assessment approach predicted the use of planning only for French majors, task management for French and Japanese majors, and persistence only for French majors. The portfolio assessment approach predicted planning for Japanese majors and persistence for English majors. The qualitative findings supported the quantitative results and revealed that English learners were different from the Japanese and French learners in terms of prior language learning and assessment experiences. Pedagogical implications are discussed.

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.

Assessment of ESP students’ learning outcomes in a digital learning environment

Problem statement. The description of a pedagogic research in the field of formative assessment theory and practice is presented. The goal of the study is to define pedagogic and methodological conditions for effective evaluation of ESP students’ learning outcomes in a digital learning environment. Methodology. On the basis of key theoretical provisions of formative assessment and interdisciplinary approaches LSPCLIL, a complete set of criteria-based ESP evaluation tasks and assessment schemes were developed for Business English course delivered in the groups of BMSTU masters students majoring in economics. The approach to grading that correlates with BMSTU point-rating system was substantiated. The comparative analysis of modern platforms allowed to select the domestic service pruff.me, which was used as a ground for a digital assessment space (DAS), a part of BMSTU digital learning environment needed for implementing formative assessment of ESP learning outcomes. Results. The developed evaluation materials integrated in the DAS were tested by ESP students in a distant format. Conclusion. The research showed that creating DAS as an essential component of a university digital learning environment can contribute to effective assessment of ESP students’ competence-based learning outcomes provided that underlying methodology is taken into account and formative assessment technology is implemented in full volume.

Fostering Active Learning in an International Joint Classroom: A Case Study

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students’ perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade.

One and Done, or a Bundle and Stumble? An Exploration of Assessment Methods in Undergraduate Science Curricula

Abstract Introduction: Assessment, historically, has been done in a summative manner in post-secondary education (HE). Whilst useful for the purposes of grading and assessment of competency, there is also increasing pressure from post-secondary education institutions to meet certain standards in terms of education quality and graduate numbers, putting pressure on teachers to produce evidence of students’ level of understanding and thus putting a greater emphasis on the use of summative assessments. The formative assessment approach for student learning is preferable in some fields, but how useful is this format for the science subjects? Purpose: To discuss the utility of either summative assessments or formative assessments (or both) in science teaching at university level. Methods: Exploration of the literature involving teaching science in university undergraduate courses (i.e., no formal search criteria). Conclusions: A new category of assessment is needed - the integration of formative and summative assessment.

FORMATIVE ASSESSMENT AS EFFECTIVE CLASSROOM PRACTICE

The article examines the phenomenon of formative assessment as an innovative trend in English language teaching. The essence and the concept of formative assessment are considered in the article. The impact of formative assessment on the process of teaching and learning is highlighted. The advantages of using formative assessment approach in teaching of the cadets of the university are investigated. The article provides the basic principles and structural components of formative assessment. The paper shows the role of formative assessment in the process of improving cadets’ knowledge and skills, its effect on increasing their motivation in learning. The scientific and theoretical foundations of formative assessment are presented. The development of scientific ideas on formative assessment is analyzed. The article concludes the significance of using formative assessment principles in the process of studying aiming to motivate future officers to study English. It is the important factor for their future promotion and the key that will open for theml ots of opportunities in future.

Towards an Antiracist Classroom Formative Assessment Framework

ABSTRACT The purpose of this paper is to theoretically explore how Hip Hop pedagogy can be utilized and implemented in K-12 classroom formative assessment practices. As a conceptual paper, there will be five sections. The first section will explore classroom formative assessment definitions and highlight theoretical frameworks used to conceptualize the pedagogical practice. The next section will begin to formulate aspects of an antiracist classroom formative assessment theoretical framework. The third section will explore how Hip Hop pedagogy can be used as an antiracist classroom formative assessment approach, while the fourth section will address considerations and objections related to such usage. The final section will end with a call to action for educational researchers, professionals, and practitioners who want to interrogate and investigate how to overcome systematic racism and oppression in our classroom assessment research and practice.

Evaluating validity and bias for hand-calculated and automated written expression curriculum-based measurement scores

ABSTRACT Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and diagnostic accuracy of scores, and predictive and diagnostic bias for underrepresented student groups. Second- to fifth-grade students (n = 609) completed five WE-CBM tasks during one academic year and a standardised writing test in fourth and seventh grade. Averaging WE-CBM scores across multiple samples improved validity. Complex hand-calculated metrics and automated tools outperformed simpler metrics for the long-term prediction of writing performance. No evidence of bias was observed between African American and Hispanic students. The study will illustrate the absence of test bias as necessary condition for fair and equitable screening procedures and the importance of future research to include comparisons with majority groups.

Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing

Abstract
 Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers’ perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics. 
 Keywords: Formative assessment, EFL teachers, writing

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

Educational practitioners have been increasingly interested in the use of formative assessment and rubrics to develop social-emotional skills in children and adolescents. Although social-emotional rubrics are nowadays commonly used, a thorough evaluation of their psychometric properties has not been conducted. In this scoping review, we examine the knowns and unknowns of the use of formative assessment approaches and rubrics in social-emotional learning. We first review initiatives of formative assessment and development of rubrics to assess social-emotional skills. Then, we discuss challenges associated with the development and use of rubrics to evaluate social-emotional skills in youth focusing on 1) assessment of single skills versus assessment of a comprehensive taxonomy of skills; 2) developing rubrics’ performance level descriptions that accurately describe increasing mastery of skills; 3) obtaining adequate internal consistency and discriminant validity evidence; 4) self-reports versus observer reports of skills; and finally 5) how to account for adolescents’ development in the construction of rubrics. This review outlines a research agenda for the psychometric study of rubrics to be used in social-emotional skill assessment.

Current methods of nurse-surgeon training and education: Systematic review.

The role of nurse-surgeons has recently emerged to meet patient and health system surgical demands. However, methods of nurse-surgeon training and education requirements are unclear. To identify and describe the current methods of nurse-surgeon training and education worldwide. Systematic review. An electronic search was conducted using Cumulative Index to Nursing and Allied Health, Cochrane Library, Medical Literature Analysis and Retrieval System Online, Public Medical Literature Analysis and Retrieval System Online, and Google Scholar databases. Key words included nurse-surgeon, training, education, and perioperative. Following screening for inclusion, a mixed methods critical appraisal tool was used to ascertain methodological rigour and the Grading of Recommendations, Assessment, Development and Evaluations framework to assess confidence in the evidence. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram and checklist for reporting systematic reviews were used. A total of 18 studies was included in this review. Current methods of nurse-surgeon training were identified as surgical speciality specific (n=18). Most training courses were at least one year in length (n=4) with a theoretical component (n=15). All studies included a practical requirement (n=18), which was generally supervised by a physician (n=16). A competency assessment was required by 15 programmes, with nine (9) using a formative assessment approach. The evidence available for this review is low in quality and certainty. Current methods of nurse-surgeon training have been identified to be specific to speciality areas. Overall, training has required nurse-surgeons to undergo andragogical education in theory, supervision in practice by a surgeon and assessment of competency. An implication for practice is a streamlined nursing pathway to surgical residency training which would improve global surgical health outcomes and retain young perioperative nurses.

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This paper focuses on assessment process in implementing career guidance of talented children at school. The article provides general information on assessment activities in the field of career guidance. The main aim of this article is to describe main challenges in implementing in assessment tools, as well as informing children in time and motivating them in choosing good profession according to their interest and skills. The article presents different assessment methods and techniques in achieving students’ career planning. The types of assessment have been described with many techniques. Diagnostic, formative or ongoing and summative assessment approaches have been given for developing students’ professional career choice in their future planning. Key words: career work, assessment, diagnostic, instructional, final, quality

Saving student interaction by saving the Starks

Amidst all the confusion with the pandemic, the shift to online learning was an adjustment for both students and lecturers. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment and the opportunity to consolidate acquired knowledge in real-time. It was also observed that student interest and active engagement on online platforms, decreased as the year progressed and an “online fatigue” ensued. To overcome the difficulties experienced, a gamification-based formative assessment approach was taken. This was done to assess the application of knowledge of first-year medical students acquired during their antibacterial pharmacology narrated lecture. The game, called “ Saving the Starks ” is themed after a popular TV series called Game of Thrones and was created using Microsoft PowerPoint with animated triggers and the soundtrack of the Game of Thrones show to create a truly immersive experience. The game was well-received by students based on the overwhelmingly positive response on the discussion board. The gamification element increased student engagement and helped excite them about the content. The use of popular culture references and the competitive aspect of the game fostered enthusiasm within the learning environment and amongst peers. It also allowed for student-lecturer engagement on a more congenial level creating a pleasant environment for learning.

Formative assessment and feedback for learning in higher education: A systematic review

AbstractFeedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes‐quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology‐based feedback. We organise our findings into several evidence‐grounded categories and discuss the next steps for the field and evidence‐informed feedback practice in universities. Context and implicationsRationale for this studyTo gain a better understanding of effective formative assessment and feedback approaches in higher education (HE). To promote a more evidence‐informed approach to teaching and learning in universities.Why the new findings matterThe findings highlight a small number of promising strategies for formative assessment and feedback in HE. They also draw attention to a lack of (quality) evidence in this area overall.Implications for policy‐makers and practitionersUniversities and their regulators/funders should be encouraging and supporting more, high‐quality research in this important area. Researchers in the field also need to look to developing more ambitious, higher‐quality studies which are likely to provide robust, causal conclusions about academic effectiveness (or other outcomes). Those involved in teaching and learning in university should use the findings to inform evidence‐informed approaches to formative assessment and feedback and to challenge approaches which do not appear to have foundations in strong evidence. Students could be made more aware of teaching and learning approaches that are likely to support their academic progress.

Formative Assessment through Think Alouds

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

From principles to practice: embedding clinical reasoning as a longitudinal curriculum theme in a medical school programme.

There is consensus that clinical reasoning (CR) is crucial for increasing the value of diagnosis, medical decision-making and error reduction. These skills should be developed throughout medical education, starting with undergraduate study. International guidance provides principles for CR curricula but interventions to date, are short term in nature. In this report, we describe the creation of a longitudinal, spiral CR curriculum within a large UK medical school programme (2500 students). A working group drove systematic evidence-based reform of existing structures. We utilised recognised models for curriculum development and mapping, relating learning outcomes to competency frameworks. Application of multiple teaching methodologies, rooted in enquiry-based learning and reported in CR literature, encourage metacognition for information-processing and illness script development. Development of CR is emphasised with recurrent, progressive learning opportunities, each stage purposefully building upon previous experiences. Formative and summative assessment approaches to drive learning, encouraging students' ability to apply and articulate CR, is constructed via Miller's Prism of Clinical Competence. Implementation of pedagogy is contingent on faculty development. Whilst many clinicians practice sound CR, the ability to articulate it to students is often a novel skill. Engagement in faculty development was strengthened through cross-institutional recognition of teaching workload and flexibility of delivery. We report lessons learned from the implementation phase and plans for measuring impact.