Formative Assessment Research Articles

Marking ‘on the fly’ in interactive oral assessments in Business

Interactive orals (IOs) are described as a pedagogically rigorous and authentic form of assessment. However, there is little research to-date on the assessor experience of facilitating a conversation and marking ‘on the fly’, nor the student experience of thinking ‘on the spot’. This paper investigates assessor and student experiences of IOs in the context of a large Australian business school where IOs were implemented in five courses from several sub-disciplines. Participant interviews confirmed what is already known about IOs and their place as an assured assessment of learning in the Artificial Intelligence (AI) age. This study contributes to new knowledge on the assessor experience and suggests that academics will need a distinct skillset to ensure reliable and valid ‘conversational’ assessments.

Inequity in exam experience

Online digital exams, both with and without online invigilation, have become a common form of assessment in Higher Education, particularly since the COVID-19 pandemic. However, the impact of online exams and online invigilation (proctoring) on student experience, stress levels, and academic performance remains underexplored, especially for disadvantaged or underrepresented student groups. Despite growing concerns over inequitable outcomes in Higher Education, there is limited large-scale research investigating how these online assessment methods may exacerbate existing disparities. This paper addresses this gap by analysing data from a large-scale survey (N = 16,010) conducted across five semesters at an Australian University (2021-2023). Specifically, it examines the exam preparedness and experiences of on-campus students who sat online digital exams with and without proctoring. By exploring the intersectionality of gender, international status, and language, the study aims to assess whether and how online proctoring exacerbates inequities among disadvantaged student populations. Our findings suggest that social and cultural factors significantly influence exam preparedness, stress levels, and perceived academic performance, with proctoring amplifying these disparities.

Teamwork Skills, Satisfaction, and Knowledge Level in Rehabilitation Students Through Team Observed Structured Clinical Examination

Introduction: Team-observed structured clinical examination (TOSCE) is a powerful approach to formative assessment resources, regarded as an essential element of students’ performance in a team format. Considering the importance of teamwork in rehabilitation, this study implements an intervention focused on enhancing teamwork skills within diverse groups of rehabilitation students, employing TOSCE as a tool for assessment and improvement. Materials and Methods: A total of 49 fourth-year undergraduate students specializing in audiology, physical therapy, and speech therapy constituted three groups in our study. Students in each major were randomly divided into four groups. The students were asked to complete the teamwork (19-item scale of Lencioni) and satisfaction (researcher-made scale) questionnaires after TOSCE. A knowledge assessment questionnaire was also conducted at pre- and post- TOSCE time points. Results: There was no significant difference between the average score of the teamwork (F=1.508, P>0.05) and satisfaction (F=3.508, P>0.05) levels across different majors. All participants had high scores on both teamwork and satisfaction scales. By comparing the pre-test and post-test knowledge assessment, in all groups, there was a statistically significant difference between the pre-and post-test results (P<0.05). The students obtained a higher score after the implementation of the TOSCE. Conclusion: The TOSCE method provides a valuable and viable educational opportunity for rehabilitation students to receive feedback on their clinical performance, enhance their knowledge, and, most importantly, lead to a positive feeling of teamwork among students.

Educational Strategies for Enhancing Student Outcomes: Insights from Secondary Schools in Mbarara Municipality

Purpose: This paper examines the effectiveness of various educational strategies employed in secondary schools in Mbarara Municipality, Uganda, to enhance student outcomes. Methodology: The study uses a mixed-methods approach, combining quantitative data from standardized test scores with qualitative insights gathered through interviews with teachers, students, and school administrators. Findings: Findings reveal that student-centered teaching, regular formative assessments, and teacher professional development significantly improve student learning outcomes. However, challenges such as inadequate resources, overcrowded classrooms, and teacher absenteeism persist. Unique Contribution to Theory, Policy and Practice: Recommendations focus on enhancing stakeholder collaboration, improving teacher training, and leveraging technology for teaching and learning. These strategies have the potential to foster better academic performance and overall student development.

FORMATIVE ASSESSMENT: STRATEGIES TO PROMOTE CONTINUOUS LEARNING

This research addressed the issue of the effectiveness of formative assessment in the teaching and learning process, with the aim of analyzing how this practice impacts student motivation and performance. The methodology used was a bibliographic review, in which articles, books and academic documents on the subject were examined. The results indicated that formative assessment, when applied appropriately, promoted significant learning, allowing students to become autonomous and engaged in their educational trajectories. In addition, the analysis revealed that educators' resistance and the lack of continuous training were barriers to the implementation of formative assessment. It was observed that teacher training and the use of digital technologies facilitated the application of this approach, providing dynamic monitoring of learning. The final considerations emphasized the importance of teacher training and the integration of technological tools in assessment practices. The research concluded that formative assessment is a strategy that contributes to improving the quality of education. However, the need for future research to deepen the discussion on formative assessment in different educational contexts was highlighted.

Shaping the Quranic Generation from an Early Age (Study of Imtaq Programme Management in PAUD Akbar, Kaur Regency, Bengkulu)

This study discusses the management of the imtaq program at PAUD Akbar. The problems discussed in this study are planning, implementation, and assessment of the imtaq program at PAUD Akbar. This study uses descriptive qualitative research. Data collection techniques include interviews, observation, and documentation studies. Data analysis techniques using data reduction, data presentation, and conclusion drawing. The results of the research are: First, Akbar PAUD has formulated imtaq program planning. The imtaq program is a flagship program because it is in accordance with the need to obtain religious education in line with the vision and mission of PAUD Akbar. Program planning consists of daily, weekly, and annual programs. Secondly, the implementers of the imtaq program include the principal, teachers, parents, and the community who work together in implementing the program. Teachers apply four learning methods, namely, the play method, the storytelling method, the singing method, and the demonstration method. Third, teacher assessment is carried out in the form of assessments on aspects of child development and cognitive, affective, and psychomotor aspects. The assessment is carried out by teachers by conducting observations, children’s self-assessment, and portfolio assessment. The results of the follow-up of the program are still continued, but there are some improvements in improving facilities and infrastructure, teacher competence, and variations in learning models.

Local Language Explanation-Infused Learning Material (LLE) and Activity-Based Formative Assessment (AFA): Enhancing Mathematics Learning

The study employed mixed-method research, specifically a pre-experimental case study, to explore the influence of implementing local language explanation-infused learning material (LLE) and activity-based formative assessment (AFA) on mathematics learning. The t-test for dependent samples was used to analyze the influence of LLE and AFA on students' mathematics learning. Thematic analysis of the data from informal interviews, focus group discussions, and observations was used to support the findings. The participants were 38 Grade 9 students from one of the public secondary high schools in the Philippines, identified through purposive sampling and selection criteria. The findings showed that using LLE and AFA significantly improves mathematics learning along with illustrating, modeling, and problem-solving with small to medium effect sizes. The thematic analysis results show that the use of LLE is helpful for students to study independently because they find the lessons more straightforward to understand. The use of AFA helps students enjoy learning through individual and group activities, leading to the development of analytical and critical thinking. The study recommends integrating local languages into instructional materials, providing teacher training on LLE and AFA, ensuring resources of adequate sort for formative assessments, and strengthening monitoring mechanisms to enhance the implementation of these practices in the classroom.

CONDUCTING CONTROL (SUPERVISORY) ACTIVITIES IN RELATION TO LICENSEES

The article describes the conduct of control (supervisory) measures on the territory of the Kemerovo region – Kuzbass, as well as measures in relation to licensees (license applicants). A form of assessment of licensing requirements conformity is presented, which in turn is carried out in relation to the licensee to streamline the license register. The problems of regulating legal documents in the field of licensing due to the lack of a list of minimum equipment, tools, technical means, including measuring instruments, for carrying out work and providing services for extinguishing fires in settlements, industrial facilities and infrastructure facilities are disclosed. The problem of non-approved warning and inspection forms during preventive control (supervisory) measures, the lack of preventive conversation sheets and accounting logs during licensing is also considered.

Chatgpt Assisted Teachers in Improving Formative Assessment

In recent years, the application of artificial intelligence technology in education has received widespread attention, but its specific utility and challenges in formative assessment remain underexplored. This research paper investigates the value of ChatGPT in aiding teachers with exam design and providing student feedback. Through comprehensive interviews, the study analyses the actual effectiveness and challenges of using ChatGPT to enhance teaching efficiency and optimize student feedback. The findings indicate that ChatGPT offers significant advantages in generating diverse assessment questions and personalized feedback. However, teachers must validate and edit the AI-generated content to ensure its accuracy and relevance. Based on these insights, the paper provides several key recommendations: validating AI-generated content, enhancing teacher training, and maintaining teachers' professional independence. These steps are essential to optimize the quality and efficiency of educational assessments. This research aims to contribute to the better integration of AI technologies in education by addressing both their potential and their limitations comprehensively.

Evaluating the Diagnosis of Malnutrition Based on Global Leadership Initiative on Malnutrition (GLIM) Criteria in Community-Dwelling Older Adults (Singapore Longitudinal Aging Study)

Background: A minority of studies using the GLIM criteria for malnutrition diagnosis have performed formal empirical validation. Objectives: To evaluate the concurrent and predictive validity of GLIM criteria with and without prior screening among community-dwelling older adults in Singapore. Method: In the Singapore Longitudinal Aging Study (SLAS-2, n = 2477), malnutrition was diagnosed using single-step and two-step GLIM procedures using the Mini Nutritional Assessment Short Form (MNA-SF) and Elderly Nutritional Index for Geriatric Malnutrition Assessment (ENIGMA) for initial screening. Criterion validity was evaluated using MNA-Full Form (MNA-FF) as reference malnutrition diagnosis. Prognostic validity was evaluated using logistic and Cox regression analyses with respect to impaired quality of life (QoL) and 10-year mortality. Results: GLIM malnutrition with and without MNA-SF or ENIGMA screening showed significant associations with known clinical correlates; single-step GLIM malnutrition: sensitivity = 80%, specificity = 83%; two-step MNA-SF-GLIM malnutrition: sensitivity = 80%, specificity = 85%; two-step ENIGMA-GLIM malnutrition: sensitivity = 74%, specificity = 88%; positive predictive values of around 20% and negative predictive values above 98%. Cohen’s kappa values of agreement were uniformly low (0.26 to 0.32). All showed significant associations with about 50% increased odds of impaired QoL and 10-year mortality, adjusted for age, sex, ethnicity, education levels, and housing type, with the ENIGMA-GLIM malnutrition showing the highest risk estimates. Compared to MNA-FF malnutrition prevalence of 4.1%, GLIM-based malnutrition increased prevalence (14.6% to 19.7%) estimates. Conclusions: The GLIM criteria showed good construct and criterion validity. It increased the number of individuals diagnosed with malnutrition. The agreement between diagnoses of malnutrition was low. Diagnostic and prognostic accuracy vary with the screening instrument used. Early identification of malnutrition using appropriate tools can provide opportunities to delay or prevent the risk of important adverse outcomes such as impaired QoL and mortality.

Validity of data extraction in acupuncture meta-analysis: a reproducibility study protocol

IntroductionSystematic review and meta-analysis occupy the apex of the evidence pyramid, serving as the most comprehensive and reliable form of evidence-based assessment. Data extraction is a crucial juncture in meta-analysis,...

Effectiveness of AR-Based Formative Peer Assessment on Chinese Writing Performance of Students with Different Cognitive Styles

The ability to communicate effectively in writing and produce clear and cohesive text is a necessary skill in both educational settings and the workplace, yet many young students struggle to organize their thoughts and engage in deep thinking. To address these challenges, an augmented reality (AR) application titled “Explore Wild Animals” has been used to help students organize information; however, it may not accommodate different cognitive styles. Integrating formative peer assessment (FPA) strategy into AR-based instruction can enhance knowledge construction and address diverse cognitive needs. This study, conducted from May to June 2023, empirically investigates the effects of FPA in an AR environment on the writing performance of learners with field-independent (FI) and field-dependent (FD) cognitive styles. A total of 89 fifth-grade pupils from China were randomly assigned to two groups: one group adopting FPA in an AR environment (AR-FPA), and the other group adopting FPA in a conventional PowerPoint (PPT) version 2410 environment (FPA). The results of a two-way analysis of covariance (ANCOVA) indicate that the AR-FPA group outperformed the FPA group in writing performance. Specifically, FI learners benefitted more from the AR-FPA approach, while FD learners performed better with the FPA approach. However, multiple linear regression analysis reveals that the peer feedback quality and features showed little to no significant correlation with feedback providers’ writing performance, regardless of cognitive style. These results highlight the effectiveness of integrating AR and FPA in enhancing educational outcomes, providing practical insights for promoting the sustainability of technology-enhanced learning and teaching practices.

Development and Validation of the Short Form (JAEN-10) of the Joint Assessment of Equilibrium and Neuromotor Status Scale (JAEN-20)

Objectives: The objective of this study was to develop and validate the short version of The Joint Assessment of Equilibrium and Neuromotor Status Scale (JAEN scale) for use in women with Fibromyalgia Syndrome (FMS) to make the balance disorder measurement process more efficient. Methods: A cross-sectional observational validation study was conducted. Fifty-six women with FMS and forty-four healthy controls were included. Certain items from the original tool were selected with the aim of (1) improving internal consistency by reducing item redundancy and (2) obtaining a diagnostic capacity with an area under the ROC curve (AUC) greater than 0.70 for discriminating FMS patients and fallers. The internal consistency, factorial validity, concurrent validity and diagnostic capacity of the new tool were analyzed. Results: Factorial analysis showed a two-factor structure that explained 72% of the variance. Cronbach alpha coefficients of 0.904 were obtained for the total score of the JAEN-10 items. Concurrent validity analysis showed strong correlations of the JAEN-10 with other instruments that measured quality of life, postural balance or disability related to dizziness. The score of the JAEN-10 items showed an AUC of 0.858 with a sensitivity of 64.29 and a specificity of 95.45 for discriminating between FMS and healthy controls, and an AUC of 0.835 with a sensitivity of 90.48 and a specificity of 67.24 for discriminating between fallers and non-fallers. Conclusions: The 10-item JAEN scale is a valid instrument for discriminating between subjects with or without FMS and between fallers and non-fallers. Its psychometric properties are good and are similar to those of the original 20-item scale. Moreover, it is quicker to complete, which may be relevant for subjects with a tendency to experience fatigue.

SOME IMPORTANT ASPECTS USED IN ENHANCING STUDENTS’ PROFICIENCY WHILE TEACHING SPECIALIZED ENGLISH

The teaching of specialized English encompasses a multifaceted approach that integrates the four fundamental language competences - writing, speaking, reading, and listening - within the context of specific professional domains. This article synthesizes the most important aspects in teaching specialized English, elucidating the significance of genre-based instruction, authentic materials, task-based learning, and formative assessment in fostering language proficiency and disciplinary literacy. Drawing upon theoretical frameworks and empirical evidence, we delineate pedagogical strategies and approaches that empower learners to navigate the complexities of language use within specialized domains with confidence and competence. Knowledge of specialized English is an indispensable tool for people who want to excel in various professional fields, where effective communication is essential for success. That is why teachers should analyze thoroughly the students’ level of English and provide them with necessary information and authentic materials in order to develop their skills and help them become high quality specialists in their domains.

METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS

Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technology-enhanced assessments through computer-based testing and language learning apps. By examining the effectiveness, advantages, and limitations of each method, the article provides valuable insights into how these diverse tools can be integrated into a comprehensive assessment strategy. The ultimate aim is to offer educators a detailed understanding of assessment practices to enhance language teaching and learning outcomes, ensuring that students are accurately and fairly evaluated in their English language proficiency.

Heritage Transmission From Past to Future: A Practice‐Based Exploration of Value Education Through Oral History

ABSTRACTStudies connecting oral history and value education as a method of learning and teaching are a few, and most are based on theoretical knowledge. There are limited studies that practically apply value education, using oral history as an example for researchers and readers. We designed this research to fill the gap between theory and practice. The current study aims to integrate oral history practices into value education and provide a practice‐based example. Our problem statement: “Can the oral history method contribute to students' learning of the values?” To answer this question, we conducted collaborative action research with 20 students studying in a public secondary school over nine weeks to teach them the values of attaching importance to family unity, solidarity, respect, and responsibility, which we determined to be within the scope of the social studies course. At all stages, we collaborated with the social studies teacher, students, and family members of the students. We used various data collection tools, including knowledge assessment forms (pre and post), implementation assessment forms, and semi‐structured interview forms with the students. After the data collection, we used the content analysis method. The study results showed that implementing value education through oral history effectively taught the objectives' values. In addition, thanks to the practice, students could perceive the change and continuity of values and develop their skills. Based on the research results, we can say that oral history should be used more as an innovative method in value education.

Assessing Student Understanding with a Book Project

This alternative assessment for function behavior is both a formative and summative assessment. Students demonstrate their conceptual understanding using a rate graph to generate a story.

Fostering clinical judgment in prelicensure nursing: utilizing a concept map template

BackgroundThe National Council State Boards of Nursing (NCSBN) clinical judgment model (CJM) is integral to prelicensure nursing education, necessitating consistent strategies to develop students’ clinical judgment. Effective strategies should guide students’ decision-making, emphasize priorities, and support deep learning. InnovationThis article introduces a mapping template aligned with the NSCBN CJM, facilitating a systematic approach to clinical judgment. The template offers visual organization, specific actions for each step, and prompts for critical thinking. ImplicationsThe mapping template can enhance student engagement, repetition of concepts, and reflective learning to support clinical judgment consistently across a prelicensure nursing curriculum. Faculty can integrate it into various teaching contexts, clinical instructors can assess students’ decision-making in real-life situations, and students can employ it for independent study. ConclusionsConsistent use of the mapping template fosters a common language, reinforces CJM steps, and serves as a formative assessment tool. Integrating the template into prelicensure nursing education aligns with best practices for developing clinical judgment.

Assessment IS learning: developing a student-centred approach for assessment in Higher Education.

Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment 'of' learning. Instead, there has been a greater emphasis on assessment 'as' learning, or assessment 'for' learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self-regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well-integrated into the learning activities and 'student-focused'. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the 'Equity, Agency, Transparency' ('EAT') framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs.

Competency in trauma-informed care: Empowering advanced practice registered nursing students to adopt a trauma-informed approach during routine health assessment

BackgroundNurses need competency in trauma-informed care (TIC) to create supportive environments that encourage patient engagement and treatment adherence. Increased demand for TIC in nursing practice requires improved approaches to competency evaluation. AimThis study aimed to evaluate the competency of advanced practice registered nursing (APRN) students in implementing TIC principles, utilizing a rubric tailored for simulation-based learning within an advanced health assessment course. DesignEmploying a non-experimental, observational approach, this project utilized a quantitative, rubric-based assessment to analyze video-recorded simulations and rate competency in implementation of TIC principles. Setting and participantsThe study included 64 graduate-level APRN students enrolled in a mandatory advanced health assessment course at a large midwestern university in the United States. MethodsThe study assessed student competency in implementing seven TIC principles within a simulation-based experience (SBE), using a scale ranging from 1 (novice) to 5 (expert). ResultsWhile a few students demonstrated competency at, or above, level 3 in certain TIC principles, the overall average competency rating remained below 3. This outcome aligns with expectations for novice APRN students. Notably, the principles of communication and safety showed the highest average competency levels. ConclusionsFindings revealed that most students were at a novice competency level, struggling with implementation of TIC principles. This highlights the imperative for nurse educators to incorporate a variety of educational activities into the curriculum. Integrating TIC content into didactic lectures, providing formative assessment opportunities, and conducting post-lecture SBEs are recommended strategies to enhance TIC competency among APRN students, thereby equipping them with the essential skills to deliver exemplary care to trauma survivors.