Formative Assessment Feedback Research Articles

Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels.

Measuring learning gains and examining implications for student success in STEM

This article focuses on learning gains in the area of higher education STEM (science, technology, engineering, and mathematics) through new approaches to the formative assessment feedback cycle. Learning gains were examined for stratified randomized comparison and two treatment groups of 943 students organized into 41 laboratory sections in first-year chemistry. Treatment groups received either (i) support for conceptual understanding through a larger percentage of conceptual questions in online homework or (ii) the same mix of conceptual questions with differentiated answer feedback. The comparison group received the usual online homework and feedback for the course. Results showed no statistically significant difference among groups at pretest, yet both treatment groups showed statistically significant gains in learning outcomes over the original comparison group. Additional findings included (i) students in the treatment condition showed a 43% reduction in STEM ‘at risk’ identification by mid-course and (ii) a gender effect was identified.

Deep Learning that Lasts: Transforming Law School Learning with Some Help from Science

What happens to law student learning after a course ends? This question has become increasingly important in an era of challenging bar passage rates and demanding law practice. While traditional legal education usually focuses on substantive law coverage and pedagogies of the professor, support for emphasizing learning that lasts has emerged in unexpected places, including the American Bar Association (A.B.A.) and learning science. The new A.B.A. assessment standards requiring learning outcomes, formative assessment and meaningful feedback align with learning science, which offers law students better strategies for advancing durable encoding, storage and retrieval of knowledge. Of equal importance for law teachers, creating a narrative of deeper student learning that lasts can be achieved without transforming the professor’s pedagogy or substantive coverage.

Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models

This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via the Café, an e-learning application hosted by Facebook. Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in the Café, and critiqued their peers’ submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback.

Developing the self-regulated learner - a study in year 9 science

This study investigated self-regulated learning (SRL) as a relationship between metacognitive self-regulation, motivational self-regulation and behavioural self-regulation and focussed on whether year 9 science students were able to develop SRL strategies. The teacher/researcher, through a PEEL lens, designed an intervention which embedded opportunities for student reflection on learning and understandings a usual classroom setting. Scheduled sessions were used to develop a common learning language which students used to reflect on learning and metacognition that was taking place from week to week. These sessions also provided a forum for the teacher to share her pedagogical reasoning (PR), develop an understanding of student/teacher roles during learning events, and of the value of formative assessment and effective feedback. Of course, the main intention was to introduce students to a greater repertoire of SRL strategies which they learned to activate and reflect on through the use of detailed achievement score graphs. Qualitative data were collected via classroom observations, use of student learning journals, the teacher/researcher's own teaching journal, collection of artefacts and responses from semi-structured interviews. From these observed data, students were categorised as High self-regulated learners (HSRL), Average self-regulated learnings (AvSRL) or Low self-regulated learners (LSRL) during the baseline stage and were re-categorised at the end of the intervention stage. It was found that the HSRL students flourished and fact, migrated towards each other and away from LSRL students; this had a greater effect on the learning of LSRL students who floundered as a result. The AvSRL students bifurcated forming two new groups known as AvSRL-A (demonstrating SRL behaviours closely related to those of HSRL students) and AvSRL-B (demonstrating SRL behaviours closely related to those of LSRL students); students made a choice to either opt in or opt out of science lessons and this had a direct effect on student learning. Quantitative data were collected via a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and was triangulated with the qualitative data described above. It confirmed that, despite all students demonstrating developing SRL skills, the spread of the class had widened. That is, this research found that although year nine science students were able to develop SRL strategies, the extent to which this occurred and the ways which this manifested itself, varied within the class and fact, increased the spread between those who could and those who could not.

Formative Assessment and Feedback as Predictors of Students’ Engagement

To explore the effects of formative assessment on student engagement in classroom, 60 upper-intermediate level EFL students, were chosen out of a convenience sample of 120, using the Oxford Placement Test and were randomly assigned to experimental and control groups. After the intervention, the students were asked to complete the Student Course Engagement Questionnaire. Independent sample t-test results using SPSS revealed that the difference between the two groups’ engagement scores was statistically significant and that formative assessment and feedback were highly correlated with students’ engagement. Results also indicated that formative assessment and meaningful feedback can facilitate teachers’ efforts to improve student engagement in classroom activities.

Undergraduate oncology teaching OSCEs (objective structured clinical examinations): an effective method of delivering oncology education to medical students

This article was migrated. The article was not marked as recommended. Rising cancer incidence and increasing complexity of cancer treatments are major challenges for health professionals. Teaching of acute oncology emergencies is an important aspect of undergraduate medical training. At the Leeds Cancer Centre (LCC) we have run medical undergraduate Oncology teaching OSCE sessions for fourth year medical students for the past 6 years. These sessions provide valuable formative assessment and immediate feedback on performance for the students at the end of their oncology and palliative care attachment. Feedback for facilitators from students has consistently been excellent. We feel teaching OSCEs are a useful method of delivering teaching about acute oncology emergencies and assessing performance following a placement within our cancer centre.

Feedback for Future Learning: Delivering Enhancements and Evidencing Impacts on the Student Learning Experience

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students. Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancement

Macro and Micro Strategies to Stimulate Students’ Criticality

Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt in their teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CT is an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicates several teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.

Secondary School Teachers’ and Students’ Attitudes Towards Formative Assessment and Corrective Feedback in English Language in Ibadan Metropolis

This study investigated teachers’ and students’ attitudes towards formative assessment and corrective feedback in English Language in Ibadan Metropolis. The study adopted a descriptive research design of survey type. The participants were 420 students and six teachers. The instruments used for data collection were: Attitudes of Teachers Towards Formative Assessment and Corrective Feedback in English Language Questionnaire (r = 0.74). Attitudes of students towards formative assessment and corrective feedback in English Language questionnaire (r = 0.81). Data collected were analysed using frequency descriptive and t-test statistics. Findings revealed that teachers had positive attitudes to formative assessment and corrective feedback ((􀀀􀀁=35.00, SD = 1.41). Students also had positive attitudes to formative assessment and corrective feedback in English language ( (􀀀􀀁=3.71, SD = 3.72). There was no significant difference between male and female teachers’ attitudes to formative assessment and corrective feedback in English language. (t = 1.63, p > .05). There was no significant difference between male and female students’attitudes to formative assessment and corrective feedback (t = 3.41, p > .05). Based on the findings, it is recommended among others that formative assessment should be given more prominence in assessing students’ learning outcome. In addition, English Language teachers should be exposed to seminars, conferences and workshops on how to deploy formative assessment and corrective feedback effectively in English classroom for better results DOI: 10.5901/jesr.2016.v6n2p141

Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting

Background. Clinical skills training in the clinical skills laboratory (CSL) environment forms an important part of the undergraduate medical curriculum. These skills are better demonstrated than described. A lack of direct observation and feedback given to medical students performing these skills has been reported. Without feedback, errors are uncorrected, good performance is not reinforced and clinical competence is minimally achieved. Objectives. To explore the perceptions of 3rd-year medical students and their clinical teachers about formative clinical assessment feedback in the CSL setting. Methods. Questionnaires with open- and closed-ended questions were administered to 3rd-year medical students and their clinical skills teachers. Quantitative data were statistically analysed while qualitative data were thematically analysed. Results . Five clinical teachers and 183 medical students participated. Average scores for the items varied between 1.87 and 5.00 (1: negative to 5:positive). The majority of students reported that feedback informed them of their competence level and learning needs, and motivated them to improve their skills and participation in patient-centred learning activities. Teachers believed that they provided sufficient and balanced feedback. Some students were concerned about the lack of standardised and structured assessment criteria and variation in teacher feedback. No statistical difference (p<0.05) was found between the mean item ratings based on demographic and academic background. Conclusion. Most teachers and students were satisfied with the feedback given and received, respectively. Structured and balanced criterion-referenced feedback processes, together with feedback training workshops for staff and students, are recommended to enhance feedback practice quality in the CSL. Limited clinical staff in the CSL was noted as a concern.

Students' perceptions on feedback module in pharmacology.

Context:Feedback is an integral part of formative assessment though underutilized in medical education. The objective of this study was to review our feedback module through students’ perceptions.Methodology:We have developed a feedback module which is practiced by us for last 10 years for term ending examination that gives collective feedback to the whole class, followed by individual student-teacher interactions. Students were also exposed to 6–7 multiple choice questions (MCQs) based assessment during the course of pharmacology. Immediately after each MCQ test the answer keys is displayed along with an explanation. Two classes of students were requested to give their perceptions about the feedback by responding on Likert scale for the statements in the questionnaire. All the 206 students who volunteered for the study were enrolled in the study. Mann–Whitney test was used to calculate the difference in perceptions.Results:Of 278 students of two classes, 206 responded (74%). Students’ agreement varied from 93% to 98% for 5 items in the questionnaire for the feedback after term ending examinations. Perception of students attending one or more than one feedback session did not differ significantly. For MCQs, tests agreement was 91% to 98% for the 4 items. There was no significant difference between two classes in their perceptions regarding feedback practices (P < 0.05).Conclusion:Students gave a favorable opinion for our feedback module. In the medical colleges with a large number of students, this module is feasible for feedback in formative assessment in the form of written tests.

EXPLORING FEEDBACK PRACTICES IN FORMATIVE ASSESSMENT IN RWANDAN HIGHER EDUCATION: A MULTIFACETED APPROACH IS NEEDED

Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student’s learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used a qualitative approach with the aim of gaining lecturers’ and students’ perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers – who portrayed themselves as information providers, mastery checkers, and performance appraisers - were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructions in too-much-delayed lecturers’ written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study’s findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.

Protocol for a Systematic Review: Targeted School‐Based Interventions for Improving Reading and Mathematics for Students With or At‐Risk of Academic Difficulties in Grade 7 to 12: A Systematic Review

Protocol for a Systematic Review: Targeted School‐Based Interventions for Improving Reading and Mathematics for Students With or At‐Risk of Academic Difficulties in Grade 7 to 12: A Systematic Review

Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment

This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular, it looks at the barriers and motivators for using the Tablet PC. Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.

EFFECT OF FEEDBACK IN FORMATIVE ASSESSMENT IN THE STUDENT LEARNING ACTIVITIES ON CHEMICAL COURSE TO THE FORMATION OF HABITS OF MIND

The aim of this study was to find the impact of feedback in formative assessment in the learning process activity and students learning outcomes on learning chemistry. The method used on this study was quasi experiment research with non-equivalent control group design. The result showed that the application of feedback in formative assessment has a positive impact toward students learning process activity. Students become more enthusiastic, motivated, and more active on the learning process. Thus in this study can be conclude that feedback in formative assessment have a positive impact toward the learning process activity to form a habits of mind.

Investigating Student Behavior in Adopting Online Formative Assessment Feedback

In this paper we describe one critical research program within a complex, ongoing multi-year project (2010 to 2014 inclusive) with the overall goal to improve the learning outcomes for first year undergraduate commerce/business students within an Information Systems (IS) subject with very large enrolment. The single research program described in this paper is the analysis of student attitudes and decision making in relation to the availability of formative assessment feedback via Web-based real time conferencing and document exchange software (Adobe Connect). The formative assessment feedback between teaching staff and students is in respect of an authentic problem-based, team-completed assignment. The analysis of student attitudes and decision making is investigated via both qualitative (firstly) and quantitative (secondly) application of the Theory of Planned Behavior (TPB) with a two statistically-significant and separate trial samples of the enrolled students. The initial qualitative TPB investigation revealed that perceived self-efficacy, improved time-management, and lecturer-student relationship building were the major factors in shaping an overall favorable student attitude to online feedback, whilst some students expressed valid concerns with perceived control limitations identified within the online feedback protocols. The subsequent quantitative TPB investigation then confirmed that attitude towards usage, subjective norms surrounding usage, and perceived behavioral control of usage were all significant in shaping student intention to use the online feedback protocol, with these three variables explaining 63 percent of the variance in the behavioral intention to use the online feedback protocol. The identification in this research of perceived behavioral control as a significant determinant in student usage of a specific technology component within a virtual learning environment (VLE) suggests that VLEs could now be viewed not as a single, atomic entity, but as a spectrum of technology offerings ranging from the mature and simple (e.g., email, Web downloads) to the cutting-edge and challenging (e.g., Web conferencing and real-time document exchange). That is, that all VLEs should not be considered the same. The results of this research suggest that tertiary students have the technological sophistication to assess a VLE in this more selective manner.

English

This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixed-methods approach, including a statistical analysis to explore whether teacher feedback accompanied by scoring makes a difference in student writing, and observation, and interviews of focal students to examine how feedback with scores affects students’ perceptions and attitudes towards writing. The results reveal that the scoring class wrote more accurately than the non-scoring class and that the focal students in the scoring class were not only more aware of both their own and their classmates’ performances, but that they also made efforts to emulate the students they considered effective writers. This study implies that scoring can fortify the effects of feedback by motivating high achieving students to do their best in their writing assignments. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-07

Endoscopy nurse-administered propofol sedation performance. Development of an assessment tool and a reliability testing model

Objective. A gold standard of skills required for nurse-administered propofol sedation (NAPS) for gastroenterological endoscopic procedures has been proposed but not established. Due to the potentially hazardous nature of NAPS, an assessment tool is needed to objectively judge the adequacy of training and for future certification. The aim of this study was to develop an assessment tool for measuring competency in propofol sedation and to explore the reliability and validity of the tool. Material and methods. The nurse-administered propofol assessment tool (NAPSAT) was developed in a Delphi-like fashion. Consensus was achieved on 17 items. Validity evidence was gathered in a case-control study in a full-scale simulation setting. Six experienced nurses and six novice nurses were filmed in two scenarios for assessment according to the assessment tool by three content expert raters. Results. A total of 72 NAPSAT assessment forms were analyzed. Inter-rater reliability, Cronbach's α = 0.54 and generalizability coefficient = 0.68. The experienced nurses scored higher than the novices, 52.8 versus 62.7, p = 0.009. The provided pass/borderline/fail assessment showed significant difference, p = < 0.001, Cronbach's α = 0.80, with the novices being more likely to fail and the experienced more likely to pass. Conclusion. Assessing sedation skills in a simulator is possible. Video assessment requires expert knowledge of the procedure and the rating matrix. Overall, NAPSAT showed fair inter-rater reliability and good construct validity. This makes NAPSAT fit for formative assessment and proficiency feedback; however, high stakes and summative assessment cannot be advised.

Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data

Word clouds (or tag clouds) are popular, fun ways to display text data in graphical form; however, we contend that they can also be useful tools in assessment. Using word clouds, instructors can quickly and easily produce graphical depictions of text representing student knowledge. By investigating the patterns of words or phrases, or lack thereof, in textual student responses, instructors can evaluate if students, as a whole, have grasped or missed key concepts or have made common mistakes. Word clouds can be used to provide formative assessment feedback to students, and to identify common themes in student reflection papers. They can also be useful as a starting point or screening tool for large amounts of text data, whether related to assessment or not.