Formative Assessment Practices Research Articles

Your body tells how you engage in collaboration: Machine‐detected body movements as indicators of engagement in collaborative math knowledge building

AbstractCollaborative learning, driven by knowledge co‐construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine‐detected body movements during the learning process relate to their verbal and nonverbal contributions to the co‐construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine‐detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.Practitioner notesWhat is already known about this topic Previous research emphasizes the importance of gestures as essential tools for constructing common ground and reflecting shared meaning‐making in learning and teaching contexts. The prior studies in multimodal learning analytics (MMLA) suggest that certain forms of body movements and postures can be differentiated based on the automatic detection of upper body joint locations. Empirical observations indicate that co‐thought gestures typically involve smaller hand or arms movement that are closer to the gesturer's body than co‐speech gestures used in interpersonal communication. What this paper adds This paper fills the research gap by examining the use of gestures in collaborative learning, offering insights into how individuals contribute verbally and nonverbally to collaborative knowledge construction. This paper introduces the concept of using machine‐detected body movements as a viable proxy for inferring learners' engagement in collaborative knowledge‐building activities. Leverages sensor technologies for automatic detection of body movements, the innovative approach in this work seeks to overcome the time‐intensive and laborious process of manually coding gestures. Implications for practice and/or policy By recognizing the potential significance of learners' body movements in indicating engagement levels with collaborative knowledge‐building activities, instructors can set up computer‐supported collaborative learning (CSCL) environments to enable capturing these movements. Given the crucial role of gestures in learning, teaching, and collaboration, educators can create more equitable formative assessment practices for linguistically diverse students by developing strategies that align with multimodal forms of knowledge expression. Research can expand beyond mathematics to explore the transferability of these findings to other subjects, helping educators create comprehensive pedagogical approaches that leverage multimodal interactions across disciplines.

Implementation of Formative Assessment ‘for’ Learning: A Review

Background: Assessment is fundamental to medical education, driving student learning and ensuring that key objectives are met. Formative assessment, in particular, serves as both an instructional strategy and an assessment tool, aiding in the consolidation of learning. Objective: The objective of this narrative review was to examine the implementation of formative assessment in medical education, with a focus on its role in fostering deep learning, enhancing learning outcomes, and preparing students for real-world clinical challenges. Methods: This narrative review synthesized existing evidence on formative assessment in medical education. The authors employed a systematic approach to identify relevant literature using search strings such as "formative assessment in medical education" and "assessment for learning." Databases searched included PubMed, MEDLINE, Scopus, and the Cochrane Library. Inclusion criteria were studies examining formative assessment practices in medical education, while exclusion criteria included studies focusing solely on summative assessment or unrelated to medical education. Results: The findings highlighted the effectiveness of formative assessment in promoting deep learning, providing feedback, and addressing learning difficulties. Bloom's concept of mastery learning underscored the importance of diagnosing learning difficulties through formative evaluations. Consistent low scores on assessments were attributed to various factors, which were effectively addressed through weekly formative assessments. The review emphasized the need for formative assessment in medical education, balanced with summative assessment, while acknowledging challenges related to faculty training, resource limitations, and cultural emphasis on summative assessment. Conclusion: Balanced implementation of formative and summative assessments in medical education enhances learning outcomes, promotes intrinsic motivation, and ensures that future healthcare professionals are well-prepared, ultimately contributing to improved healthcare outcomes and patient experiences.

Assessing Teacher Knowledge and Skills for Competency Based Formative Assessment of Mathematical Activities in Public Pre-primary Schools in Gem Sub-county, Kenya

Competency Based Curriculum (CBC) is a reform initiative in Kenya’s education that focuses on Competency Based Formative Assessment (CBFA) practice. The conduct of CBFA requires teachers to be knowledgeable on the new assessment strategies, expected to be attained after training. However, only 42.79% of the pre-primary teachers in Gem have been trained on the CBC, a percentage lower than other sub-counties in Siaya. Further, mathematical activities in Gem registered lowest ranking in performance compared to other learning areas.This raises questions whether the teachers poses the requisite knowledge to conduct formative assessment, which aids learning and achievement. The purpose of the study was to assess teacher knowledge and skills for CBFA of mathematical activities in public pre-primary schools in Gem.Objectives were to establish teacher pedagogical content knowledge to conduct CBFA, determine teacher knowledge of feedback provision to conduct CBFA, examine teacher knowledge of goal setting to conduct CBFA and to determine teacher knowledge of ICT to conduct CBFA. The study was based on Schildkamp et al. (2020) model which places acquisition of knowledge as key requisite for competency based formative assessment of mathematical activities. The study employed descriptive survey research design using mixed methods of data collection. The sample size for the study was 76 teachers, 1 Sub-County ECD Coordinator (SCECDC) and 10 headteachers. Data was obtained using questionnaire, classroom observation checklist and interview schedule. Quantitative data was analyzed using descriptive statistics involving frequency distribution tables, percentages and means while qualitative data was analyzed using thematic categories. Findings indicate that teachers have limited knowledge on using formative assessment tools, setting lesson goal and use of Information Communication and Technology (ICT). They could not differentiate formative from summative evaluation when giving feedback. The results imply that there is need for better structured inset based on prior identification of teachers needs.

Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

The present study focuses on exploring the teacher’s perception about formative assessment practices at secondary school. For this study investigator purposively selected 39 participants for study form 23 secondary schools of Mayurbhanj district. The study employed semi-structured interviews schedule for data collection. Collected data were analysed by content analysis and presented by thick descriptions. The study revealed that most of teachers have been four categories of formative assessment strategies have been used by the teachers such as Periodic Paper-Pencil Test, Multiple Assessment Practice, Portfolio Assessment and Subject Enrichment Activities. Further study found most of the teachers were satisfy with the infrastructural facilities of the school. Most of the teachers perceive that students are benefited in their achievements, actively participating in classroom discussion, aroused their interest for better understanding of the concept, able to know their strengths and weakness, fearless for exam and get opportunity to learn again by formative assessment. However most of them not satisfy with in-service training and parent supports for conducting formative assessment practices. Most of the teachers face problems like; absence of remedial teaching, student’s absenteeism in test or classroom, managing time to complete course, language barrier, low economic background of students, and lack of in-service training to teachers. It is suggested that, short term courses, workshops, seminars and, other necessary in-service training activities should be organized by the concern authority for professional development of teachers in formative assessment strategies. Therefore teachers will effectively implement the formative assessment practices in secondary schools.

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom

ABSTRACT This study explores the responsiveness of an elementary teacher’s support for emergent bilingual students by examining the connections between the teacher’s assessment expertise, formative assessment practices, and emergent bilinguals’ unique language needs in math classes. The study, which investigated the indicators that characterize a linguistically responsive and equitable formative assessment, included and prioritized the perspectives of emergent bilingual students. Primary data sources included classroom observations, teacher interviews, and student interviews. This study elucidates pedagogical practices that are beneficial for emergent bilinguals. It found that both emergent bilinguals and teachers generally agree on the best practices, including their understanding of the language support. However, at times, there is a discrepancy between what the teacher said and the support that emergent bilingual students need. This study contributes to a comprehensive understanding of what and how teachers should know and act for performing responsive formative assessments for emergent bilinguals. It has implications for further research and for teachers who work with emergent bilingual students in core content areas.

From a final exam to continuous assessment on a large Bachelor level engineering course

ABSTRACT A typical practice of assessment in engineering studies, especially on large Bachelor level courses, is a final exam at the end of the course. This practice is problematic both in terms of learning and teaching, as it does not provide feedback on learning experience or student progress before the course is completed. This study examines the gradual process of moving from a final exam towards continuous assessment that integrates the practices of summative and formative assessment. The aim is to understand how the changes affect student performance on the course over a period of four years. The changes were implemented on a large Bachelor level engineering course. The impact of adding practices of continuous assessment was analyzed in relation to the course pass rate, grade distribution, and student feedback. The results show that replacing the final exam with weekly homework improved student performance. Some of the identified differences are statistically significant. Student feedback implies that moving towards continuous assessment had a positive impact on the learning experience. The results support increased use of continuous assessment in the assessment of student learning on large Bachelor level engineering courses.

A systematic review on the formative assessment practice in teaching and learning in secondary school

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

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.

A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting

A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting

CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION

We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.

Formative Assessment Practices and its Influence on Students’ Learning and Achievement in Biology: Lessons from a Selected Community Secondary School in Moshi, Tanzania

This qualitative study explored current teachers’ formative assessment practices in Biology classrooms and how these practices influence performance in the subject. The study employed a case study design in a single selected community ordinary-level secondary school in Moshi municipality. It purposively involved two Biology teachers and twenty students selected from classes that do not have national examinations. Data were collected through semi-structured interviews with teachers, classroom observations, and focus group discussions with the students, as well as a review of students’ exercise books. The data were transcribed verbatim, then coded and themes generated through interpretive phenomenological analysis. The findings showed that teacher’s oral questioning dominated the assessment practices. Other strategies such as peer assessment, student-student interactions, descriptive feedback, and sharing of learning intentions with students seemed to be unfamiliar to the Biology teachers involved. The study recommends among other things, in-service training for teachers on how to employ alternative formative assessment practices during instruction to promote students’ learning and achievement in Biology.

Formative Assessment Practices and its Effect on Employability Skills to Vocational Students in Tanzania

The study evaluated the effect of formative assessment practices on employability skills development. Specifically, the study explored students’ perceptions on essential employability skills for vocational career; examined formative assessment practices in vocational training centres and assessed the influence of formative assessment practices on employability skills among vocational students in Tanzania. It adopted a pragmatism paradigm which enabled the use of sequential explanatory mixed methods design. Data were collected from 97 vocational students and six vocational tutors sampled from Chang’ombe and Mwanza Vocational training centres. The quantitative and qualitative data were analyzed using regression model and content analysis techniques respectively. The study found that, vocational Students perceive a number of employability skills as essential for their career. The vocational education and training centres employ workshop, industrial projects and field placement as formative assessment practices to enhance such employability skills. However, formative assessment which is essential for employability skills, accounts only for 40%, compared to 60% of its counterpart summative assessment. Therefore, the study recommends for curriculum review to give formative assessment a more weight than summative assessment. Further study may develop measuring scale for employability skills among vocational education graduates in Tanzania.

Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development

AbstractTo be able to support students’ competence development in solving physics problems over the course of a lesson series effectively, teachers need a proper appreciation of students’ deficiencies. As teachers commonly assess students’ competence by means of written tests, teachers are challenged to interpret students’ work on these tests and to intervene when some students fail to understand the proper application of solution methods in different contexts. This paper evaluates a formative assessment practice where teachers have been instructed to pinpoint students’ level of understanding of kinematics problems by means of a cognitive diagnostic instrument and to provide personalized hints that match students’ current level of understanding. The study is novel in this sense that the assessment of written tests results of students’ problem solving is not expressed in grades and pass rates, but in terms of cognitive level of understanding. The results show that teachers can determine and monitor shifts of performance of students’ cognitive level of understanding by using this instrument. Second, the results indicate that among students with low initial results, the group that received sufficient feedback via sticky notes made significantly more progress in solving problems than the group that did not receive feed forward on sticky notes. Third, the timing of feedback in the form of sticky notes did not affect on students’ progress in achieving mastery at the end of the instruction period. Our conclusion of this study is: Cognition develops through levels and tiers and support is essential to move to the Zone of Proximal Development. Subsequently, we evaluate group and subgroup implications for didactic interventions and propose suggestions for further investigations.

Implementing Assessment as Learning in Online EFL Writing Classes

This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.

Formative assessment in Timor-Leste: teachers’ perception and practice

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers

The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.

The Practice of Formative Assessment by Indonesian Vocational School’s English Teachers during the Covid-19 Pandemic

This study aimed to describe how Indonesian vocational school’s English teachers implemented formative assessment methods amidst the COVID-19 pandemic. The research employed a qualitative approach with a case study design. Data was gathered through interviews. Two English teachers from one of public vocational school in Rokan Hulu Regency, Indonesia participated in the study. The data analysis followed the Miles and Huberman three-step process, which included data condensation or reduction, data display, and drawing and verifying conclusions. The findings revealed that vocational school’s English teachers utilized both online and offline formative assessment strategies during the COVID-19 pandemic. Online formative assessment was implemented by using Google Classroom and Google Forms, while offline methods included quizzes, questioning and group discussions, short-answer tasks, listening cloze, role play, reading aloud, mind mapping, and dialogue writing. The teachers encountered various challenges in implementing these assessments, such as a lack of human resources, limited internet connectivity in students' homes, and some students lacking access to mobile devices. Additionally, student engagement and motivation were identified as concerns. Nevertheless, the teachers devised solutions to overcome these obstacles, including providing Wi-Fi in designated areas, encouraging students to use their parents' or friends' devices, and actively engaging with less interested students.

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers’ implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ formative assessment practices. This study focuses on the ongoing informal formative assessment and explores the nature of one experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol. Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.

Efficacy of Formative Assessment Practices in Social Studies Instructions: A Case Study of Holy Child College of Education in Ghana

Assessment has become the foundation of all levels of education. This study aimed to examine the efficacy of formative assessment practices in Social Studies instructions at Holy Child College of Education in the Western Region of Ghana. A qualitative approach and a case study research design were adopted for this study. The case study focused on the teacher-trainee's views and roles of formative assessment in the teaching and learning process in Social Studies lessons. The population for this study included all seventy-five (75) final-year teacher-trainees offering a general programme for a Bachelor of Education in Social Studies in the Holy Child College of Education in the Western Region of Ghana. Purposive and convenience sampling techniques were used to select the College of Education and participants for the study. A purposive sampling technique was used to sample the college and municipality in the Western Region. Twenty (20) teacher trainees on teaching practice were conveniently sampled for the study. A semi-structured interview guide was the main tool used in data collection. The data was analysed using the interpretative technique based on the themes arrived at during the data collection. It was revealed that assessment for learning is a gradual engagement that takes place endlessly throughout ongoing classroom learning activities to offer immediate feedback for assessors and assesses to close the gap identified in the ongoing learning situation. Therefore, mentoring institutions like the University of Education, Winneba, University of Cape Coast and others should collaborate with the Ghana Teacher Education Commission to organise continuous professional development for colleges of education teachers on efficacy and implementation of formative assessment.