Formative Assessment Strategies Research Articles

Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies

Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through questionnaires administered to 175 grade 10 physical sciences students selected purposively. The study utilized the self-regulatory skills scale, appropriately adapted to the specific context, with a model of self-regulated learning serving as the conceptual framework. Data analysis involved both descriptive and inferential statistics. The study revealed that implementing formative assessment practices in physical sciences classrooms effectively promotes students’ SRL behaviors. The findings underscored the positive impact of formative assessment practices as interventions in enhancing students’ SRL and improving academic performance. It is recommended that formative assessment strategies be integrated into teaching methodologies at the secondary level, offering valuable benefits to learners.

Improving student outcomes using automated feedback in a first-year economics class

The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.

A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education

Formative assessment in K-12 education has been a notable teaching and learning focus area in schools over the last 20 years, as evidenced by numerous recent systematic reviews and meta-analyses investigating and summarizing the evidence for formative assessments’ effectiveness and sustainability. This umbrella review systematically reviews meta-analyses investigating the effects of formative assessment on learning, summarizes the current findings, and assesses the quality and risk of bias in the published meta-analyses. Meta-analyses were identified using systematic literature searches in the following databases: Scopus, ERIC, Academic Research Complete, ProQuest, APA PsycArticles, SPORTDiscus, Web of Science, and Humanities International Complete. Thirteen meta-analyses, each of which examined the effects of formative assessment on learning in K-12 students, were included in this umbrella review. The review considered evidence for the potential effectiveness of using formative assessment in class with primary and secondary school students. Formative assessment was found to produce trivial to large positive effects on student learning, with no negative effects identified. The magnitude of effects varied according to the type of formative assessment. The 13 included meta-analysis studies showed moderate (n = 10), high (n = 1), and low (n = 2) methodological quality (AMSTAR-2), although the robustness of the evidence (i.e., GRADE analysis) was very low (n = 9), low (n = 3), and moderate (n = 1). These findings offer valuable insights for designing and implementing different types of formative assessment aimed at optimizing student learning and ensuring the sustainability of assessment practices. However, the low-to-very-low certainty of the available evidence precludes robust recommendations regarding optimal formative assessment strategies for learning in K-12 students.

Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme

Education systems are moving to a more evidence-informed paradigm to improve outcomes for learners. To help this journey to evidence, robust qualitative and quantitative research can help decisionmakers identify more promising approaches that provide value for money. In the context of the utilisation of scarce resources, an important source of evidence commonly used in health and social care research is an understanding of the economic impact of intervention choices. However, there are currently very few examples where these methodologies have been used to improve the evaluation of education interventions. In this paper we describe the novel use of an economic analysis of educational interventions (EAEI) approach to understand both the impact and the cost of activities in the evaluation of a formative assessment implementation project (FAIP) designed to improve teachers’ understanding and use of formative assessment strategies. In addition to utilising a mixed method quasi-experimental design to explore the impact on learner wellbeing, health utility and attainment, we describe the use of cost-consequence analysis (CCA) to help decisionmakers understand the outcomes in the context of the resource costs that are a crucial element of robust evaluations. We also discuss the challenges of evaluating large-scale, universal educational interventions, including consideration of the economic tools needed to improve the quality and robustness of these evaluations. Finally, we discuss the importance of triangulating economic findings alongside other quantitative and qualitative information to help decisionmakers identify more promising approaches based on a wider range of useful information. We conclude with recommendations for more routinely including economic costs in education research, including the need for further work to improve the utility of economic methods.

Formative Assessment Strategies in Higher Education: Impact on the Right to Education and Knowledge Retention

Formative Assessment Strategies in Higher Education: Impact on the Right to Education and Knowledge Retention

The Student Intersction In Learning English

Through the use of instructional games, this study investigates the function of student engagement in the acquisition of the English language. This study uses a combination of in-depth interviews, thematic analysis, and direct observation along with qualitative research methodologies to investigate the dynamics of student interaction in a game-based learning environment. The findings demonstrated that the usage of games greatly enhanced language proficiency, student engagement, and communication abilities. During the game sessions, there was a 40% rise in the use of new vocabulary and a 60% increase in English verbal contact. Furthermore, 80% of groups demonstrated greater levels of cooperation, and 75% of students actively participated in class. The use of mother tongue has decreased by 30% as well. This study shows that game-based learning has significant potential to enhance students' linguistic competency and collaborative skills in learning English, despite obstacles like uneven participation and other distractions. The significance of choosing games that are suitable, providing scaffolding, managing the classroom well, and incorporating formative assessment strategies are all practical implications for educators.

Formative Assessment of Student’s Academic Achievements in Mobile Learning Environments

This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifically for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engage learners actively and provide immediate feedback. Additionally, the research examines the use of adaptive formative assessments, which utilize mobile technology to personalize assessment content and pacing according to individual learner needs and progress. The study also examines the role of m-learning analytics in formative assessment, allowing educators to gather real-time data on student interactions and performance to guide instructional decisions. Furthermore, the study explores innovative practices such as gamified formative assessments, which incorporate elements like badges or leaderboards to enhance motivation and engagement among learners. By synthesizing existing literature and empirical studies, this study contributes to advancing the understanding of effective formative assessment practices in m-learning environments. It offers valuable insights for educators, curriculum designers, and policymakers who aim to enhance student learning and achievement in digital-age education.

Implementation of Single National Curriculum Mathematics 2020 Intended and Enacted Determinants Perspective at Primary Level in Punjab

The current study was framed to determine the gap between intended and enacted single national mathematics curriculum implementation determinants instructional material, teaching methods, formative assessment, and teachers’ professional development. The nature of the study was quantitative descriptive based on the survey method. Single National Curriculum of Mathematics Implementation Questionnaire for Teachers (SNCMIQT) was developed for data collection from public primary school mathematics teachers. Content validity of SNCMIQT was ensured by five curriculum education experts and reliability was calculated employing Cronbach’s Alpha score; .918, and used to collect the data from the sample of 230 teachers selected through a simple random sampling technique. The collected data were analyzed by applying descriptive and inferential statistics. The study results revealed that 82% of mathematics curriculum determinants were implemented and an 18% gap existed regarding SNC mathematics. The results further, showed that 78% of instructional materials were in use and a 22% gap existed regarding instructional materials. The results declared that 78% of teaching methods were used according to the SNC and a 22% gap existed in teaching methods. The results declared that 87% of formative assessment techniques were in use, while a 13% gap existed regarding the usage of formative assessment. The results revealed that 87% of teachers were provided with teacher training, while 13% were not provided with teacher training, furthermore, results declared no significant difference between locale curriculum implementation determinants. Based on the results of the study, it was recommended that the government provide funds for mathematics instructional materials; learning labs, teaching kits, and learning gadgets for the mathematics curriculum. The education department and head teachers ensured the implementation of curriculum-based teaching methods and formative assessment strategies. Teachers training institutions may provide mathematics curriculum-based teachers training on the usage of instructional materials, teaching methods, and assessment. Head teachers may bind teachers in using instructional materials, teaching methods, and formative assessment techniques for effective SNC mathematics curriculum implementation.

Transforming histology students from passive lecture listeners into active lecture learners.

Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.

Single National Curriculum English 2020 Implementation Determinants: Intended and Enacted Curriculum Perspective at Primary Level in Punjab

The current study was designed to determine the gap between the intended curriculum and enacted SNC English 2020 implementation determinants: instructional materials, teaching methods, formative assessment techniques, and professional development. The study was quantitative and descriptive based on the survey method. A self-developed questionnaire was used to collect the data from the teachers in Punjab. Five English curriculum experts ensured the content validity of questionnaires, and reliability was calculated employing Cronbach’s Alpha score of .926. A simple random sampling technique was used to collect from a sample of 268 teachers. The collected data were analyzed employing descriptive and inferential statistics. The result of the study revealed that overall, 62% of the curriculum was implemented, and a 38% gap existed. The results declared that 54% of instructional materials were in use and a 46% gap existed. The results affirmed that 59% of teaching methods were in use and 41% of the gap existed. The results showed that 62% of teachers were trained, and a 38% gap existed. The results asserted that 71% of formative assessment strategies were in use, and a 29% gap existed. Furthermore, results delineated a significant difference in locale regarding teaching methods and teachers’ professional development. Based on the study results, it was recommended that the government should provide funds for English instructional materials and English curriculum-based teacher training on using instructional materials, teaching methods, and assessment. The education department and head teachers may bind teachers to use English curriculum-based implementation guidelines.

Formative assessment in K-12 English as a foreign language education: A systematic review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

Exploring Formative Assessment Strategies in the Chemistry Classroom in Secondary School: A Systematic Literature Review (SLR)

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.

Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education

The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system. The research method uses a systematic literature review incorporating the evaluation synthesis and guidance for mentors in enhancing the skills and knowledge of future educators in the context of formative assessment. The findings of the current study are exemplified through an analysis of the several facets of formative assessment and its advantages in enhancing teaching and students' acquisition of knowledge. The findings also offer precious insights for teachers, mentors, and policymakers seeking to elevate the best of teacher education packages and continuous professional improvement amongst preservice teachers by guiding them on the rigorous theories and procedures of formative assessment. This study provides a summary of the theoretical contributions and a step-by-step process for implementing formative assessment. It also discusses the implications of formative assessment for assessment education policies and practices in Indonesia.

Developing evaluative judgement for a time of generative artificial intelligence

Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. There is an urgent need to develop students’ evaluative judgement – the capability to judge the quality of work of self and others – in recognition of this new reality. In this conceptual paper, we describe the intersection between evaluative judgement and generative AI with a view to articulating how assessment practices can help students learn to work productively with generative AI. We propose three foci: (1) developing evaluative judgement of generative AI outputs; (2) developing evaluative judgement of generative AI processes; and (3) generative AI assessment of student evaluative judgements. We argue for developing students’ capabilities to identify and calibrate quality of work – uniquely human capabilities at a time of technological acceleration – through existing formative assessment strategies. These approaches circumvent and interrupt students’ uncritical usage of generative AI. The relationship between evaluative judgement and generative AI is more than just the application of human judgement to machine outputs. We have a collective responsibility, as educators and learners, to ensure that humans do not relinquish their roles as arbiters of quality.

Online Learning in China within the Internet+ Landscape: A Comprehensive Study

This study investigates the evolving landscape of distance education on the Internet+ environment, focusing on its effectiveness and the factors influencing it. Through a mixed research approach, incorporating both quantitative and qualitative analyses, insights were gathered via interviews with students and administrators in the distance learning sector. Findings reveal that students primarily pursue distance education to meet practical career and skill acquisition objectives, while also gaining metacognitive benefits. Nevertheless, limited subjective communication with teachers is a significant concern. Administrators emphasize interdisciplinary teaching teams and resource-sharing platforms. Recommendations include enhancing communication channels, leveraging metacognitive development, facilitating teacher collaboration, conducting comprehensive technical support and evaluation assessments, establishing specialized resource-sharing platforms, supporting professional development, and implementing formative assessment strategies to adapt to evolving educational needs. These recommendations aim to ensure that distance education remains relevant, effective, and student-centered in the dynamic Internet+ environment.

Examining Assessment Design in the Pakistan English Language Curriculum at Secondary Level: A Comprehensive Qualitative Analysis of its Implementation

ABSTRACT 
 The assessment is an integrated part of the learning process. The effectiveness of assessment design and practice during and after teaching will determine how language skills develop. This research study critically analyzes the Pakistan language curriculum 2006, regarding language assessment design. The study aimed to investigate the assessment design, mechanism, methods, and strategies envisaged in Pakistan's 2006 language curriculum. The study's goals were to investigate the LNC's 2006 language assessment plan and comprehend how extensive the 2006 national curriculum's assessment design is intended. Another goal is the extent to which this design supports language assessment and addresses language assessment ideas.
 The Pakistani national curriculum from 2006 will be the subject of a document analysis that considers both formative and summative assessment methods, techniques, and strategies. The language assessment theories and Bloom’s assessment mechanism were used as theoretical lenses. The document analysis model proposed by Bowen (2009) was used for this investigation.
 The study's findings demonstrate that Pakistan's LNC 2006 assessment design could be more helpful in developing language skills, by improving its level. The assessment strategies and methods for the development of every language skill are missing. The action verbs used for, Standards, benchmarks, and SLOs are at a deficient level and belong to Bloom's Taxonomy's first three stages of the cognitive domain. The summative test rather than ongoing assessment is indicated; hence the marking scheme is solely meant to be used for writing skills. Speaking and listening skills are nearly entirely ignored in assessment design. The standard for the development of textbook activities is likewise deficient in terms of assessment. The guidelines for teachers that train them on assessment are absent. In order to improve the language assessment design, policymakers and curriculum developers will use the study's findings. The findings will also help teachers comprehend and implement language assessment design appropriately.
 Keywords: Assessment, assessment design, language assessment, curriculum, textbooks, instruction.

Effects of formative assessment with technology on students’ meaningful learning in chemistry equilibrium concepts

This study examines how students’ conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes for the treatment group and one intact class for the comparison group. To gather quantitative data, the chemical equilibrium conceptual test and the chemical equilibrium procedural test were adapted from the literature. The qualitative data were also gathered using semi-structured interviews and classroom observations. Descriptive statistics and one-way ANOVA were employed to analyze the quantitative data, and theme analysis was utilized to examine the qualitative data. One-way ANOVA results revealed that, in comparison to students who were taught using conventional methods and formative assessment strategies, students who were taught using technology-supported formative assessment strategies demonstrated improvements in conceptual and procedural knowledge. The results of semi-structured interviews and classroom observations also show that, when compared to students who are taught using conventional methods and formative assessment alone, students who are taught using technology-supported formative assessment strategies have a high improvement in learning outcomes of learning chemical equilibrium concepts. In conclusion, conventional methods and formative assessment alone were shown to be less successful for students’ conceptual and procedural knowledge in learning chemical equilibrium concepts than technology-supported formative assessment strategies. These results led the authors of this research to recommend that TSFA be used by chemistry teachers to enhance their students’ conceptual and procedural understanding of chemical equilibrium concepts.

Effect of Simulation based teaching strategy in Engineering Physics course

Computer-based simulations have gained significant popularity in science education, particularly in subjects like Physics that involve intricate and abstract concepts. Simulations offer learners the opportunity to engage with complex phenomena and manipulate them, making them particularly valuable in these contexts. In line with this notion, our study adopted a teaching strategy centered on simulations. This approach was implemented in two separate classes of first-year Bachelor of Technology (F. Y. B. Tech) students, specifically for the Engineering Physics course. In one of these classes, simulations were solely utilized without incorporating any formative assessment, while the other class was exposed to a strategy that combined simulations with formative assessment. Our observations revealed that solely using simulations during instruction did not contribute significantly to conceptual understanding. However, when simulations were integrated with formative assessment, a substantial improvement in understanding was noted. Through our data analysis, a noteworthy discrepancy in average scores between the two classes became apparent. Notably, the class that experienced the simulation-based formative assessment strategy demonstrated a higher average score of 63.85. Keywords—Enter three to six keywords or phrases in alphabetical order, separated by semi-colons. JEET Category—Choose one: Research,

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.