Formative Assessment In Higher Education Research Articles

The Coherence between Innovative Teaching Methods and Formative Assessment in Higher Education

Under the umbrella of VUCA-world and growing international competition, the human factors are playing more important role in higher education [9], [18]. Innovative teaching methods and formative assessment are significant transformational part of this process [24]. No doubt, teaching and learning methodology and assessment has strong coherency [19]. This presentation focuses on the relationship between innovative teaching methods and formative assessment. In the first part of the presentation, the philosophical phenomena of this process comes from John Dewey ‘learning by doing’ principle [8]. Thus, innovative teaching methods have strong impact of different types of interactions and broader meaning of learning, especially problem-, project- and inquiry-based learning [15]. Formative assessment focuses on following students’ progression and continuous feedback changing feedback culture in the teaching and learning process [29], [30]. Obviously, there are strong coherence between innovative teaching methods and formative assessment. In the second part of the presentation, the case study from Budapest Metropolitan University gives evidences to this required relationship giving best practices on innovation and formative assessment. Finally, at the end of the presentation, opened conclusion has dilemmas and questions.

Formative assessment in higher education: an exploratory study within programs for professionals in education

This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessment strategies. Data collected after each stage revealed participants’ perspectives on each method. Findings show that students who engaged in formative assessment comprehended assessment complexity and were motivated to use diverse assessment forms. Formative assessment proves effective for both evaluation and development, supporting higher education students in honing assessment competencies for future professional roles in educational and social sectors.

ФОРМУВАЛЬНЕ ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ НА ЗАНЯТТЯХ ХІМІЇ

The article identifies the main methodological approaches to formative assessment of higher education students’ learning achievements in chemistry teaching. Formative assessment, considered as assessment to improve learning, is envisaged by the concept of modern education, which determines a change in the approach to assessment. The use of this type of assessment in higher education does not have such a wide range of applications compared to general secondary education, but in recent years teachers have increasingly noted its advantages working with students. Higher education can use a variety of formative assessment methods to measure student progress and understanding. In chemistry teaching such methods may include self-assessment, chemical experiments and laboratory work, written work (laboratory reports, diagnostic work, etc.), tests, group work, individual consultations. These types of work can stimulate students’ activity and help them to develop collaborative and problem-solving skills. Formative assessment in higher education in the field of chemistry can include various methods and tools to determine students’ learning progress and skills development. This type of assessment, as a person-centred form of control, becomes a tool for continuous feedback in higher education, allowing teachers and students to stay in touch throughout the le arning process and to improve the level of knowledge acquisition and practical skills. It is important to ensure that assessment methods are varied to reflect different aspects of learning and skill development. It is also important to provide constructive feedback to encourage further improvement among higher education students.

Sentiment analysis for formative assessment in higher education: a systematic literature review

AbstractSentiment Analysis (SA), a technique based on applying artificial intelligence to analyze textual data in natural language, can help to characterize interactions between students and teachers and improve learning through timely, personalized feedback, but its use in education is still scarce. This systematic literature review explores how SA has been applied for learning assessment in online and hybrid learning contexts in higher education. Findings from this review show that there is a growing field of research on SA, although most of the papers are written from a technical perspective and published in journals related to digital technologies. Even though there are solutions involving different SA techniques that can help predicting learning performance, enhancing feedback and giving teachers visual tools, its educational applications and usability are still limited. The analysis evidence that the inclusion of variables that can affect participants’ different sentiment expression, such as gender or cultural context, remains understudied and should need to be considered in future developments.

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

This study aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students’ learning in English literature course in higher education after COVID-19.

Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education

This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures and other teaching and learning activities in higher education classrooms. At the heart of the framework, as presented in this paper, is a 12-cell grid comprising 4 key formative assessment strategies (sharing learning intentions and success criteria, questioning and discussion, feedback, and peer- and self-assessment) crossed with 3 functionalities of technology (sending and displaying, processing and analysing, and interactive environments). These functionalities of technologies are used as the basis to integrate digital tools into formative assessment for effective teaching and learning processes. For each cell in the grid, an exemplary digital formative assessment practice is described. This paper highlights the framework’s potential for enhancing the practice of digital formative assessment and its significance in light of the ongoing digital transformation. This paper concludes with suggesting a programme of research that might be undertaken to evaluate its utility and impact in higher education contexts.

Adaptive teaching based on gamification: a pedagogical strategy for formative assessment in higher education

This study aims at introducing and assessing a pedagogical strategy for formative assessment in higher education. Under such purpose, successive quick tests are applied as soon as new topics of the course are introduced to students. Thereby, learning weaknesses are identified, from which in turn makes it the focus of review by the student. In order to assess the effectiveness of this pedagogical strategy, two case studies were carried out at different undergraduate courses. As a result, there was a significant performance gain by the students. In conclusion, based on the analysis of statistical significance, it was possible to verify that the proposed pedagogical strategy constitutes a promising alternative for formative assessment in higher education.

Online Formative Assessment in Higher Education: Bibliometric Analysis

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.

Evaluación Formativa en Educación Superior: Revisión sistemática

The objective of the article was the analysis of the formative evaluation to identify the learning in higher level students, in relation to the study of different articles produced in the last 5 years through the systematic review in the database of Socpus, Scielo and Dialnet. A synthesis of all the research selected from different national and international articles on formative assessment in higher education was developed. The methodology used was a systematic, documentary review and a synthesis of different investigations selected in articles. We worked with a sample of 13 scientific articles, and for this the prism flowchart was considered. It was observed in relation to the database that 20% corresponds to Scopus, 40% to Scielo and Dialnet 40% (figure 2). In relation to figure 03 to the languages of publication, 80% were found in Spanish, 10% in English and 10% in Portuguese in journals from different countries. Regarding the magazine publications of the last 5 years in the year 2017 10%, 2018 10%, 2019 40%, 2020 10% and 2021 0% of the total articles as mentioned in figure 4.

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.

Online Formative Assessment in Higher STEM Education; A Systematic Literature Review

Online formative assessment in higher education Science Technology Engineering and Mathematics (STEM) is gaining attention in recent years based on the increasing use of online learning. This study, aimed at critically reviewing studies on online formative assessment in Higher education STEM between 2011 to 2020. The study adopted a qualitative research design to analyze studies based on specific themes. 1402 articles were systematically searched through Scopus, web of science, and google scholar databases. However, only 12 studies were included in this study after satisfying the inclusion criteria. All data analyses were done using the Endnote X9 reference manager. The findings reveal that, evidence about online tools used, theories used in the learning and assessment process, the domain of learning outcome assessed, assessment of practical skills, and form of assessment used have been implicitly described. However, the online formative assessments have shown great potential of yielding immediate feedback. Therefore, future studies can engage in a more extensive study on areas such as online assessment tools for assessing practical skills and strategies that can enhance the effectiveness of online formative assessment which encompasses all domains of learning outcome within STEM higher education.

Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within a college context. Drawing on the personal practice assessment theory model from Box, Skoog and Dabbs (2015), we carried out a multiple case study to investigate two biology instructors’ theories in enacting formative assessment practices. Data collected included classroom observations, instructor interviews, course artifacts, and student focus groups. Qualitative data analysis revealed that each instructor’s core personal practical assessment theories affected implementation of formative assessment. Tasha’s core assessment theories led her to believe that assessment should be a carefully planned motivational and learning opportunity for students. Meanwhile, Jack viewed assessment as a diverse and stress-free student learning experiment. Cross-case analysis revealed that the teachers’ reasoning and decision-making differences were based on the interaction of their personal practical assessment theories and contextual elements. Overall, this study provides insights into the practice of formative assessment in higher education and identifies some challenges and opportunities such assessment presents.

Is Online Assessment in Higher Education Institutions during COVID-19 Pandemic Reliable?

The online learning helps to minimise disruptions on teaching and compromising students' learning outcomes; however there is limited evidence on effective online assessment methods used at Higher Education Institutions during pandemics. This paper aimed to summarise online assessment methods and recommend reliable as well as practical approaches used at HEIs during COVID-19 pandemic. We performed a scoping literature review to identify original papers, review and reports that examine the online assessment methods used in higher education before and during COVID-19 pandemic. We identified common themes in data analysis.  The psychometric theory is useful when designing valid and reliable online assessment methods for online learning, particularly in medical education. The typical online assessment methods used at HEIs include online quizzes, continuous feedback, multiple-choice questions and automated assessment for essays. The online tools for formative assessment in higher education include feedback, self-test quiz and discussion forums. The critical strategies recommended managing online examination involve setting up online questions using freely available software and utilising free video conferencing tool as CCTV on mobile phones for invigilation purposes. Educators must consider readiness among students and teachers, cheating practices and student diversity when employing online assessment at HEIs.  They can benefit from training for online learning and the assessment methods to prepare them better when facing global uncertainties such as COVID-19 pandemic. Furthermore, educators must evaluate the methods and their impact on students' learning outcomes.

Formative Assessment in Language Evaluation Class

<p align="center">This study is intended to analyze variations of formative assessment strategies applied in Language Evaluation class. The class was taught by an English native speaker. A descriptive qualitative method was employed in the study in which interviews and classroom observations were conducted to collect the data. In addition, syllabus and materials used for the class were also used as the supporting instruments in the study. The findings set out that various kinds of formative assessment used in the respective class. They were oral question, choral questioning, a quiz, Think-Pair-Share, Think-Pair-Write-Share, pair work and group work. The delivery of each assessment technique are differed in each lesson, but are always preceded with questions before a specific technique used. The study advocates that formative assessment in higher education is highly suggested, yet real challenges lie for lecturers to apply.</p>

Formative assessment use in university EFL writing instruction: a survey report from China

ABSTRACT Formative assessment (FA) has been widely adopted in higher education instruction yet university teachers’ use of FA is underexplored. In the Chinese context of teaching English writing to students who learn English as a foreign language (EFL), the use of FA is intriguing because of both the university students’ generally poor English writing proficiency and the testing tradition. This study investigated the use of FA strategies among Chinese university EFL teachers in their writing instruction, with the foci on how they shared standards, elicited learning information, provided feedback, used self-/peer assessment, and how they perceived the purposes of their assessments. Three hundred and sixty-two teachers participated in our survey, and the results reveal that these teachers have used a limited range of FA strategies and that their implementation of these strategies is generally weak. They seldom used such strategies as eliciting information and student self-/peer assessment, but placed a great emphasis on providing feedback. The study profiled three distinct levels of FA use among the respondents: occasional, moderate and frequent. It also identified three, out of five, background variables that most contributed to teachers’ FA use. These findings have implications for teacher professional development, use of FA in higher education, and assessment reform policies.

Applying formative assessment strategies in the teaching of poetry: An experiment with third-year English studies students at the University of Limpopo

Formative assessment is fundamental to effective teaching and learning. Positioning itself within a discourse that recognises the value of formative assessment in higher education, this article reports on an experiment conducted with third-year English Studies students at the University of Limpopo in which a formative task was designed and administered to students in a poetry class. A feedback system was then established through which students were able to get comments to help them improve their essays on poetry. Final essays were then graded following an assessment rubric designed and disseminated to students. The results indicate that the practical implementation of formative assessment strategies led to students achieving high academic performance and acquiring lifelong skills. Effectively, the innovative application of formative assessment in teaching has the potential to boost transformation in Higher Education Institutions.

Formative Assessment in Higher Education: From Theory to Practice

The aim of the research is to emphasize the practical implementation of the formative assessment. The research leads to the conclusion that lecturers implement the findings of different theories and researches on formative assessment rather slowly in their daily work and practice. This article shows the way from theory to practice in the study course Human molecular biology at Rīga Stradiņš University. Quantitative and qualitative data collection methods are used to research the influence of formative assessment both on individual and institutional levels. The results show the importance of feedback information both for lecturer and student. It is concluded that immediate feedback is important for the improvement of student’s achievements. The road towards initiating formative assessment on institutional level has been outlined.

Teachers’ Attitudes About Students’ Self-Assessment :, What Research Says And What Classrooms Reveal

The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-assessment in EFL classrooms. Little empirical research is done on how to integrate formative assessment in Higher Education. The purpose of this study is to contribute to the development of students’ self-assessment by addressing the gap found in teachers’ current assessment practices. Specifically, this paper explores teachers’ classroom assessment practices in the English department of Bejaia University, Algeria and their attitudes and beliefs about students’ self-assessment in academic writing. The study involved fourteen Algerian teachers of EFL writing who developed writing logs in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular were addressed. Results permitted to frame self-assessment from teachers’ perspective and identify a range of factors responsible for the development of this process in EFL classrooms. In an attempt to facilitate the integration of self-assessment into EFL writing instruction and reinforce the assessment reform, we suggested a number of implications.

Students’ Perception of Inquiry-Based Instruction, Active Learning and Formative Assessment in Higher Education

Students’ Perception of Inquiry-Based Instruction, Active Learning and Formative Assessment in Higher Education