Formative Assessment Of Students Research Articles

Sistem Pendukung Keputusan Penerimaan Bantuan Beasiswa Pada Siswa SMK Menggunakan Metode SMART

Processing of assessment data for determining acceptance of student scholarships at SMK Lentera Bangsa Karawang is still carried out conventionally, namely curriculum, the principal determines several points of assessment criteria for determining students who are eligible to receive a scholarship program, in determine the criteria still using the form and recapitulated by the staff later it will be calculated manually the entire value of the specified criteria points has been determined so that there is often a loss of archives used to make reports. With these problems, it is necessary to have a student assessment information system so that the data collection and recapitulation of student criteria values can be facilitated staff in recapitulating student grades making student grade reports. The research method used to determine the scholarship decision system this is the SMART Method. The SMART method is the method used to assess actions associated with a comparison of importance weights between factors and comparison of several alternative choices. This method will give the results of the weighting of each alternative choice accordingly with many defined criteria, namely income parents, number of siblings, average grades and status of orphans. Alternative choice with the largest weight, is the alternative choice that becomes a recommendation to be eligible to receive the scholarship program. The result of this research is a decision support system for scholarship recipients already has the ability to provide convenience in staff determine the results of the process of calculating the criteria for scholarship recipients.

Assessment during Covid-19: quality assurance of an online open book formative examination for undergraduate medical students

BackgroundThe spread of COVID-19 pandemic in early 2020 compelled all the educational activities, including medical education to be shifted from face-to-face interaction to a virtual platform. This shift provided opportunities for exploring online assessment modalities. One such assessment method is an online open book exam which is a unique concept in medical education of Pakistan. Limited information is available in literature regarding open book exam for the basic science subjects. Hence, the objective of the study was to determine the quality of the open book exam administered as a pilot project to the first-year medical students.MethodsIt was a cross-sectional analytical study that included 99 students of first year MBBS. The students were administered an online unrestricted type of open book exam as a formative assessment. The exam consisted of 30 open-ended, short answer type questions. The scores of the exam were analyzed for psychometric quality.ResultsThe mean score was 47.24 ± 15.30 SD %. The reliability of the exam was 0.79. The majority (66.6%) of items were found to be moderately difficult with their difficulty index ranging from 31 to 80%. The majority (86.6%) items were in the range of moderate to high discrimination. There were no questions with negative discrimination.ConclusionsThe exam was found to be reliable and can be implemented with training of faculty and students. Online open book exam provides a good format for remote and formative assessment of students with minimum proctoring during times of constraints such as COVID-19 pandemic.

METHODS OF FORMATIVE EVALUATION OF STUDENTS ACHIEVEMENTS IN CHEMISTRY

The relevance of the study is due to the need of school practice in the introduction of a new approach to the assessment of student achievement - formative assessment. Assessment of students 'academic achievements in chemistry has its own characteristics, which requires a variety of techniques for formative assessment of students' academic achievements. The purpose of the study is theoretically substantiate the methodology of formative assessment of students' academic achievements in chemistry in general secondary education. The following methods were used in the research: theoretical (analysis of normative documents, psychological, didactic and methodological literature to study the problem of formative assessment of students 'achievements in chemistry in the theory and practice of chemistry; analysis of techniques of formative assessment of students' achievements in chemistry and digital instruments their implementation); empirical (generalization and systematization of pedagogical experience of teachers of secondary schools, surveys, observations, interviews, questionnaires). The article presents a method of formative assessment of students' achievement in chemistry, which is based on a complex combination of teaching methods with tools of formative assessment and involves the relationship of the following organizational components of its implementation: motivational, substantive, reflective. The didactic bases of definition of tools of formative estimation - the purposes of employment, the purposes of educational activity, individual features and educational needs of studentsare outlined. Techniques of formative assessment of students' academic achievements in chemistry according to the method of their use (visual, schematic-graphic, combined), forms of formative assessment that reflect their place in the educational process (reflection of emotional state, reflection on activity, reflection on content of activity), techniques of formative assessment , which are based on the focus on developing students' skills of self-evaluation and mutual evaluation. Methods for determining the educational needs of students, determining the goals of activities are identified. Digital tools have been identified that contribute to the development of methodological support for the formative assessment of students' academic achievements in chemistry. The proposed methodology allows for holistic and systematic feedback during classroom, blended or distance learning.

Formative Assessment as the Path to a Higher Quality of Knowledge

Formative assessment of students' knowledge is seen as the bridge between the learning and teaching process. It mainly involves providing feedback and developing the student's ability to self-evaluate. In essence, the teacher shifts from the role of knowledge provider to the role of a guide through the learning process. Formative assessment increases the quality of knowledge, impacts the students’ involvement in the learning process, and encourages them to be responsible for their own knowledge and learning. It is indirectly already a part of the teaching process of many Slovenian elementary schools that provide education in line with the national education programme, whereas at schools that offer <i>The International Baccalaureate </i>(IB) international education programme, students can only formally be graded after prior formative assessment. The article discusses the discrepancies in understanding the importance of formative assessment in two established education programmes. In the international education programme, it serves as a valid basis for grading and is an integral part of the final grade, while in the national education programme, formative assessment is considered an activity parallel to knowledge assessment, which, according to the rules, should not be considered when grading. The final grade under the national education programme is only a snapshot of the student’s knowledge at that moment. It does not allow taking into account the student’s performance in partial knowledge assessments, which deprives children and parents of applicative and useful feedback about the student's knowledge or their progress. Sophisticated teaching methods, such as individualization, differentiation, and personalization, are considered quality tools of formative assessment as they encourage comprehensive learning and critical thinking, motivate curiosity and imagination, as well as strengthen the student’s ability to connect knowledge from various fields.

Formative Assessment in Online Distance Learning Modality through the Lens of Mathematics and Science Teachers

Formative assessment provides ongoing feedback to monitor student learning and improve teachers’ instruction. But the COVID-19 pandemic has changed the mode of learning delivery and has affected formative assessment. Hence, the researchers explored the practices, challenges, and adaptive strategies of Mathematics and Science Senior High school teachers on formative assessment of students’ learning in an online distance learning modality. Narrative inquiry research design was used in which eight teachers and six students who were chosen through convenience sampling were subjected to in-depth interview. The audio-recorded interviews were transcribed and underwent coding, categorizing, and thematizing. Results revealed that teachers employ practices that allow them to provide immediate feedback, utilize online assessment tools, probe questions, encourage students’ active participation, and align learning competencies with formative assessment. However, they encounter challenges that affect students’ learning such as lack of motivation, unavailability of internet/data connection and gadgets, low digital literacy skills, minimal peer assistance, and authenticity of formative assessment results. But they adapt strategies to address these challenges through designing differentiated assessment, showing empathy, reinventing pedagogical goals through meaningful online tools, promoting student-centered learning, and providing consistent means of communication. Findings implied that teachers use various online formative assessment practices similar to what they do in face-to-face classes. Challenges are evident in the entirety of instruction. However, teachers are dynamic in improving their practices. An action plan consisting of activities, objectives, and description is hereby proposed to improve the online formative assessment practices of mathematics and science teachers to enhance students’ learning.

Formative assessment of students’ learning in the era of privacy

Generated marks can be commented on by the teacher. They are not considered part of the education record until they are recorded by the teacher .

EVALUATION OF DIGITAL TECHNOLOGY FROM THE STUDENTS` PERSPECTIVE IN THE CASE OF PROJECT WORK IN GEOGRAPHY

The aim of the research is to evaluate a project on the subject of reliefs, which included the use of modern digital technology from the perspective of secondary school students. Since the formative assessment of students also includes a critical self-evaluation of the final products, anonymous surveys were used to determine how the students evaluated the project work, and the use and usefulness of digital technology in geography lessons. Results of this research showed that digital technology encourages students to become more engaged and interested in learning, to reflect on their work and learning, to follow the evaluation criteria, and to achieve better learning outcomes. Keywords: digital technology, evaluation criteria, (self-) evaluation, project work, geography teaching

Formative Assessment Of Students 'Knowledge As An Innovative Approach To Education

The article discusses the importance, possibilities and effectiveness of the use of the formative assessment method by using of innovative teaching in determining and assessing the level of knowledge of students.

Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

Pelatihan Sistem Informasi Penilaian Siswa Berbasis Web bagi Kelompok Guru Rumah Qur’ani Imam Bukhari di Kabupaten Gowa, Sulawesi Selatan

TRAINING OF WEB BASED STUDENT ASSESSMENT INFORMATION SYSTEM FOR TEACHER GROUP OF RUMAH QUR’ANI IMAM BUKHARI IN GOWA REGENCY, SOUTH SULAWESI. The activities of the student assessment system at the Rumah Qur’ani Imam Bukhari (RQIB) of Gowa Regency are still conventional. Students also have to wait a long time to find out their grades. Because they have to wait for the homeroom teacher to distribute the daily test papers and assignments students. Therefore, the lecturer team offers solutions including providing counseling for RQIB partners on student assessment information systems, providing simulations about implementing online-based student assessment information systems in processing final grade data, and activating an assessment information system site students at partner schools. The target achieved from this community service activity is that the RQIB student assessment system service site has been activated. Then the counseling and simulation systems have been implemented for teacher group partners. So that, it can help partners quickly and easily to manage student final grade data.

Effect of formative assessment of students on their academic performance in Department of Kriya Sharir

Assessment is an integral part of the teaching learning process. It helps us to know the success of specific teaching & students’ progress. Formative assessment is the informal way of knowing students progress. To evaluate the effect of Formative Assessment of the students on their Academic performance this project was undertaken. The randomly selected group of 40 students was taught the topic Rasa & Rakta Dhatu at same time by using different types of teaching methods as didactic & demonstration. Then they randomly divided into two groups. Group A (N =20) was Control Group. No any intervention given to the students. Group B (N =20) was Experimental Group. This group was given the interventions by conducting quiz and group discussion on the topic of Rasa & Rakta Dhatu. Pretest and posttest based on MCQs to test recall memory & SAQs test to check analyzing power were developed on the topic of Rasa & Rakta Dhatu for both groups. The tests were then collected, scored and compiled. The students of Group B showed statistically significant improvement in recall memory which was tested by MCQs test (p=0.0001) & to test descriptive & analyzing power SAQs test was framed. Analysis showed enhancement in marks in SAQs but the result was not statistically significant. It was concluded that students assessed by formative assessment significantly score high than students who were not assessed. Formative assessment shows good effect on academic performance of the students & helps in enhancement of learning. Keywords: Formative assessment, Quiz, Group discussion, MCQs, SAQs, Academic performance.

COMMcast: Producing podcasts for communication theory

Students are often inseparable from Internet and streaming services through various technologies. This reality invites instructors to think about nuanced ways of employing technologies to engage students through both consumption and production of media in classrooms. Our assignment uses the modality of podcasts to encourage critical thinking and theoretical application. Student groups are tasked with producing informative podcast episodes on communication theories learned in class. Importantly, this assignment is a great way for students to adopt a strategy for lifelong learning with an introduction to podcasts, and the practice of making theory more widely accessible. Furthermore, the narrative focus of podcast episodes enhances assimilation of course content in ways students had not previously exhibited in assessments. The podcast assignment functions as a formative assessment for students who are both creating the content and listening to the production. Courses: Communication Theory and other courses that engage communication theories. Objectives: By the end of creating the podcast, students will be able to: (1) define a communication theory/concept according to course readings and content; (2) analyze a communication theory by applying learned concepts; (3) co-produce knowledge with others; and (4) identify and apply necessary skills for a compelling presentation.

Formative assessment of students from a Confucian heritage culture: Insights from Japan

Since the turn of the century there has been increasing interest in educational assessment and the ways in which it can encourage or discourage effective learning processes. Much of this interest has centered around formative assessment and those practices which can promote student learning through the act of being assessed. Societies that have a Confucian heritage culture are widely believed to prioritize summative assessment at the expense of formative assessment. This will inevitably impact the ways in which students from these countries approach and engage with assessment tasks. The present study seeks to understand the dispositions of students from one Confucian heritage culture though the analysis of quantitative and qualitative data. The conceptions and experiences of university students in Japan were studied in order to provide direction for the development of formative assessment practice. Two data collection instruments were used: a self-report survey and a narrative frame task. The results indicate that students from Japan approach assessment tasks in a way that is at odds with some popular Confucian categories, such as intense competition, a desire to please the family, and the priority of book knowledge above practical skill. The paper concludes with pedagogical implications for teachers.

Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles.

Purpose:Many US medical schools have adopted learning communities to provide a framework for advising and teaching functions. Faculty who participate in learning communities often have additional educator roles. Defining potential conflicts of interest (COIs) among these roles is an important consideration for schools with existing learning communities and those looking to develop them, both for transparency with students and also to comply with regulatory requirements.Methods:A survey was sent to the institutional contact for each of the 42 Learning Communities Institute (LCI) member medical schools to assess faculty opinions about what roles potentially conflict. The survey asked the role of learning community faculty in summative and formative assessment of students and whether schools had existing policies around COIs in medical education.Results:In all, 35 (85%) LCI representatives responded; 30 (86%) respondents agreed or strongly agreed that learning community faculty should be permitted to evaluate their students for formative purposes, while 19 (54%) strongly agreed or agreed that learning community faculty should be permitted to evaluate their students in a way that contributes to a grade; 31 (89%) reported awareness of the accreditation standard ensuring “that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them,” but only 10 (29%) had a school policy about COIs in education. There was a wide range of responses about what roles potentially conflict with being a learning community faculty.Conclusion:The potential for COIs between learning community faculty and other educator roles concerns faculty at schools with learning communities, but most schools have not formally addressed these concerns.

A Conceptual Qualitative Framework for Assessing Human Systems Engineering Education Outcomes and Opportunities

Human systems engineering education seeks to infuse principles of applied psychology, cognitive science, human factors, and user-centered design into the engineering curriculum to help students understand the people they are engineering for (e.g., clients) and their own roles as engineers. This paper outlines a conceptual qualitative framework for formative assessment of students’ incorporation of human systems engineering concepts in their projects and documentation. The framework examines potential conceptual dimensions along with applications, sources, and depth of such knowledge, which we argue can begin to evaluate students’ work and inform iterative efforts to improve human-centered engineering education programs. Example applications of the framework based on several data sets are discussed.

La instrucción diferenciada en la evaluación formativa de la matemática

La Instrucción Diferenciada en la Evaluación Formativa de la Matemática.&#x0D; Las diferencias individuales que existen en los estudiantes de determinado grupo de aprendizaje, en muchos casos dificultan la labor docente por cuanto cada estudiante tiene una manera diferente de aprender, dependiendo de sus conocimientos previos adquiridos.&#x0D; La presente investigación fue realizada con el objeto de conocer cómo influye la instrucción diferenciada en la evaluación formativa de los estudiantes. Ésta fue de carácter experimental con la ayuda de la investigación cuantitativa, tomando como base la investigación de campo. Asimismo, se aplicó un diseño experimental post-test de Polya basado en las fases de resolución de problemas, formando equipos y elaborando documentos didácticos, de acuerdo a recomendaciones pedagógicas.&#x0D; Los resultados mostraron un claro alcance de escalas superiores de aprendizaje con respecto a las obtenidas con evaluaciones tradicionales.&#x0D; Se concluye que los documentos pedagógicos encargados de la instrucción diferenciada se constituyen en elementos importantes para el éxito de este tipo de aprendizaje, por lo que se recomienda emplear un aprendizaje basado en problemas y una evaluación continua que permita detectar las falencias oportunamente.&#x0D; Palabras clave: Matemáticas, instrucción diferenciada, evaluación formativa., educación superior.

Tap It Fast! Playing a Molecular Symmetry Game for Practice and Formative Assessment of Students’ Understanding of Symmetry Concepts

Nowadays, there is a lot of discussion regarding teaching methods, their characteristics and potential, as well as their limitations. Aiming to encourage new methodologies for the teaching of chemistry in higher education, a novel didactic game was developed and applied in order to provide parallel support to undergraduate chemistry students learning about molecular symmetry. This educational resource was well-accepted by the students and was found to be a ludic evaluation tool for the study of symmetry. The game was applied to undergraduate chemistry sophomores and was found to be a powerful tool to improve students’ skills in several topics, including molecular geometry, spatial molecular projections, and electronic and vibrational spectroscopy. During the activities, students participated by sharing their doubts about the presence of symmetry. In this paper, we report and discuss the results of the experimental use of this new resource developed for the teaching of molecular symmetry.

Modern Approaches to Teacher Performance Assessment. An Overview of Foreign Publications

The need to develop a national teacher growth system requires that the existing approaches to assessing the quality of teaching be analyzed. This article provides an overview of foreign publications devoted to the problem of teacher performance assessment. Two major approaches are described: assessing teacher performance through student achievement and formative assessment based on teacher observation and follow-up feedback. Foreign researchers believe that there is no reason to expect that student achievement will be in complete alignment with the size and quality of teacher effort, as too many factors beyond the teacher’s control are in play. Some researchers suggest ways to increase the validity of using student attainment data in assessing teacher performance. Formative assessment of students is being gradually introduced into instruction processes, but formative assessment of teacher performance is only beginning to emerge in school practices. This article explores the methods and techniques of formative teacher assessment and presents the first findings on their opportunities and limitations. Most authors of the publications discussed here agree that the system of teacher performance assessment should be organized to foster the professional and personal development of teachers.

「読むこと」における学習者の についての : に関する検討を中心に

「読むこと」における学習者の についての : に関する検討を中心に

“Governing by templates” through new modes of school inspection in Norway

To date, few observational studies have addressed Scandinavian school inspectors in the field, specifically how inspectors use templates to monitor the formative assessment routines of schools and local school authorities. This paper investigates how the current inspection handbook is being adopted and enacted on the municipal level and the school level in Norwegian compulsory schools. Specifically, this study illuminates through observation two empirical examples of how one of the 17 County Governors’ Offices, as part of a larger study, conducted regular, state school inspection. Conceptually, the paper focuses on how inspection guides and steers though use of fixed templates. Analysis shows that inspectors and schools under scrutiny are struggling in combining the traditional focus on legal compliance with a more performative emphasis on formative assessment of students. In addition, the examples given highlight how combining field observation and the concept of “governing by templates” contributes to school inspection studies, in a dynamic policy context undergoing substantial change.