Formative Classroom Assessment Research Articles

Levels of teacher performance in formative assessment in multigrade and single-grade classrooms

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

Accomplishing feedback through inscription during reading assessment interaction

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Thirteen Strategies to Increase the Impact of Assignment Feedback

The value of assignment feedback in enhancing student learning is significant, not just in rectifying conceptual misunderstandings but also in engaging and motivating students and strengthening their belief in their academic capabilities. This article outlines 13 strategies to provide effective, efficient, and engaging feedback, including the use of feedforward guidance, one-to-many feedback, peer-to-peer feedback, multimedia feedback, feedback banks, automation, formative classroom assessment techniques, rubrics, assignment exemplars, generative AI, proactive notifications, automated mastery learning opportunities, and student self-feedback, all of which holistically empower students towards academic success, meaningful instructor-student interaction, and a richer online learning experience.

The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.

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.

TECHNOLOGY-ENHANCED FORMATIVE ASSESSMENT: UNRAVELING INDONESIAN EFL LEARNERS’ VOICES

The current research works have put great concern on the positive impacts of the implementation of formative assessment in EFL learning and teaching. Simultaneously, the swift technological development also takes effect on supporting the practices of formative assessment. This study aims to explore EFL learners’ voices on implementing technology-enhanced formative assessment in EFL classrooms. It is a case study intended to obtain detailed information from the participants for a particular case. Five EFL learners from different universities were involved in this study by using a telephone interview. The findings of this study reveal that EFL learners have positive views on the use of formative assessment in terms of getting a better understanding and promoting learning independence. Besides, most EFL learners also perceived that the integration of technology-enhanced positively affects them in working with formative assessments assigned by the lecturers. The last, the challenges of technology-enhanced formative assessment by EFL learners comprised the overload of work assignments, the difficulty of time management, the incapability of staring at laptops for a long time, the instability of LMS, and the unclear instructions as well as insufficient feedback by the lecturers. Several implications are provided in this study.Keywords: challenges; EFL learners; formativ

Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations

This study examines the implementation of formative assessment in Chinese classrooms and the challenges faced by teachers in adopting this approach. The research focuses on four key aspects: teachers' understanding and conceptualization of formative assessment, their beliefs and attitudes towards it, the practices and strategies employed, and the obstacles encountered during implementation. The findings indicate that Chinese teachers generally have a good grasp of formative assessment and hold positive beliefs and attitudes towards it. However, challenges such as tight curriculum schedules, an exam-oriented education culture, limited teacher training and resources, and a lack of effective assessment tools and technology hinder the implementation of formative assessment practices. Reforms and innovations are necessary across various dimensions, including educational philosophy, policy systems, teacher training, and educational technology. Adequate training and support should be provided to enhance teachers' assessment literacy and improve their formative assessment practices. Policymakers and educational institutions should prioritize strengthening formative assessment practices and provide resources, support, and conducive environments for its effective implementation. Recent efforts, such as the release of new curriculum standards aimed at enhancing education quality and innovation in China, are promising steps in the right direction. By addressing these challenges and fostering a comprehensive understanding and application of formative assessment, teachers can effectively support student learning and development in Chinese classrooms.

Ticks and crosses in primary mathematics assessments: What purpose do they serve?

Ticks and crosses (TCs) are a common aspect of teachers’ classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners’ written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what they actually stand for and what functions they are designed for and especially what purpose they eventually serve in practice. This article emerged from a broader study that aimed at exploring classroom formative assessment practices of Grades 4–6 mathematics teachers, a learning goals and documentary analysis. Since this study was qualitative in nature, we used qualitative, non-probability sampling to recruit respondents according to pre-selected criteria relevant to our research questions. The study participants were 43 qualified and experienced Intermediate Phase mathematics teachers and 95 Grades 4–6 learners from the Tshwane South district, where a phenomenon of low achievement was of great concern. We engaged in document analysis of all the 95 learners’ mathematics workbooks. Questionnaires were administered to the 43 teachers. We report on an analysis of teachers’ assessment practices of Grades 4–6 learners’ mathematics work. We narrate the extent of the use of TCs among teachers from selected schools in Tshwane South district in Gauteng, South Africa. Our analysis shows that while there is prevalent use of TCs among teachers, there are critical gaps in relation to knowledge of TCs in assessing mathematics. We present a qualitative and quantitative data analysis to illustrate how these were used in connection with assessment of learners’ mathematics work linked to the concepts of numerical, geometric, and graphical relationships. We use our analysis of the vignettes to explore and argue that teachers use TCs without adequate understanding of what these actually mean in relation to assessment broadly and assessment intended at collecting and clarifying goals for mathematical learning specifically. Despite teachers having mathematical qualifications and a repertoire of experience for teaching, the majority of teachers grappled with understanding mathematical concepts as evidence in how they marked learners’ mathematics work. The study also found that teachers’ understandings of assessment of mathematics were diverse and largely inconsistent with the formal definitions of mathematics.Contribution: This study indicated that there are critical gaps in relation to knowledge of TCs in assessing mathematics. A clear-cut marking policy will guide teachers to provide effective marking using TCs.

The role of a professional development program in improving primary teachers’ formative assessment literacy

ABSTRACT Successful implementation of formative assessment in classrooms relies on teachers’ formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the effectiveness of the program in developing teachers’ formative assessment literacy and how far the program assisted them in addressing the challenges they faced when implementing formative assessment in classrooms. With a mixed-method design, quantitative data were collected with a pre- and post-program survey (N = 27); qualitative data were collected with open-ended survey questions and a focus group with six participating teachers. The results provide evidence of the program’s success in developing teachers’ formative assessment literacy and equipping them with the necessary skills to address the challenges in implementation. The features of professional learning communities embedded in the program contributed to the positive impact of the program.

The Application of Formative Assessment in High School English Reading Teaching

Teaching evaluation is a very important part of high school English teaching. Curriculum assessment has an important impact on students' learning effectiveness and achievement. The current research on English reading teaching dominated by summative assessment only focuses on the strategic research on how to promote the improvement of English reading ability in schools, which makes it difficult for students to form good reading habits. Compared with summative assessment, formative assessment can enable high school students to participate more fully in the classroom, and to a certain extent, effectively improve high school students' interest and mastery of English reading, so as to improve high school students' English reading ability. Using formative assessment in the English reading classroom can better help students learn English reading and achieve better classroom results.

Effect of No-Zero Grading Policy on Achievement, Self-Efficacy and Attitude towards Physics in Secondary Schools in Benue North-East Senatorial District, Benue State

In recent years, the debate surrounding grading policies in secondary education has gained substantial momentum, as educators and researchers explore innovative approaches to foster student learning, motivation, and overall academic success. One of the noteworthy evolutions in this discourse is the adoption of a “No-Zero Grading Policy” in various educational settings. The study investigated the effect of No-Zero Grading Policy on students’ achievement, self-efficacy and attitudes towards Physics in secondary schools in Benue North-East Senatorial District, Benue State, Nigeria. Three specific objectives with corresponding research questions guided the study and three hypotheses were formulated and tested at 0.05 level of significance. The study adopted a pretest post-test control group design. The population for this study was 14,822 Senior Secondary Two Students (SS II) in the 119 public secondary schools in Benue North-East Senatorial District of Benue State. The sample size for the study was 216 Senior Secondary Two (SSII) Physics Students in four schools. The sample size was selected using simple random and purposive sampling techniques. Three instruments, namely, Physics Achievement Test (PAT), Physics Self-Efficacy Questionnaire (PSEQ) and Physics Attitude Scale (PAS) were used for data collection. The instruments were validated by experts and the reliability was established using Kudar-Richardson Formular (KR20) and Cronbch Alpha method. Reliability coefficients of 0.86, 0.77 and 0.72 for PAT, PAEQ and PAS were obtained. Data collected were analyzed using Means and Standard Deviation to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that the mean achievement scores of secondary school students in Physics exposed to No-Zero Grading Policy and those exposed to Zero-Grading Policy significantly differ in favor of the experimental group. The findings also revealed that the mean self-efficacy and attitude ratings of secondary school students in Physics exposed to No-Zero Grading Policy and those exposed to Zero-Grading Policy significantly differ in favour of the experimental group. The study concluded that making the No-Zero Grading an integral part of classroom formative assessment practice will not only improve students’ achievement in Physics but also their self-efficacy and attitudes towards the study of Physics. Recommendations were made that that for improved academic achievement in Physics, the No-Zero Grading Policy should be implemented in schools and Physics teachers should be encouraged to adopt the policy; the No-Zero Grading Policy should be implemented in schools for enhancing the self-efficacy level of students in Physics, reason being that the policy has raised confidence in students that they can do well in Physics and there is need for school administrators to stress the importance of No-Zero Grading policy particularly in formative assessment practice and continuously monitor its implementation among Physics classroom teachers in order to enhance students’ attitudes towards Physics.

Building an Initial Validity Argument for Binary and Analytic Rating Scales for an EFL Classroom Writing Assessment: Evidence from Many-Facets Rasch Measurement

Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative assessment and for paragraph writing assessment in a Thai EFL university classroom context. Specifically, this study applied an argument-based validation approach to build an initial validity argument for the rating scales with emphasis on the evaluation, generalization, and explanation inferences, and employed a many-facets Rasch measurement (MFRM) approach to investigate the psychometric functionalities of the rating scales which served as the initial validity evidence for the rating scales. Three trained teacher raters applied the rating scales to rate the same set of 51 opinion paragraphs written by English-major students. The rating scores were analysed following the MFRM psychometrics. Overall, the MFRM results revealed that (1) the rating scales largely generated accurate writing scores, supporting the valuation inference, (2) the raters were self-consistent in applying the rating scales, contributing to the generalization inference, (3) the rating scales sufficiently captured the defined writing construct, substantiating the explanation inference, and (4) the binary rating scale showed more desirable psychometric properties than the analytic rating scale. The present findings confirm the appropriate functioning and reasonable validity argument of the rating scales and highlight the greater potential of the binary rating scale to mitigate rater inconsistency and cognitive load in a formative classroom assessment.

Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore

Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

Review of Formative Assessment Practices: Primary Evidence on Relationship with Self-efficacy and Self-esteem

Robust literature was conducted to confirm the positive effect of formative assessment on learning outcomes. However, less is known about the reason why formative assessment techniques impact student achievement. Besides, there are insufficient studies about relationships between formative classroom assessment techniques and self-efficacy, self-esteem. This article reviews literature related to use of formative assessment in classrooms, self-esteem and self-efficacy with intention to explore the connections. Students responded to questionnaires which covers results, discussion and implications about future study. The quasi-experimental research was designed to define the relationship between students’ achievement and formative assessment in classroom instructional approach. It is found that reducing variation in students’ achievement could be attained by increasing variation in formative assessment in classroom instructional approach with the presence of promoting self-esteem and self-efficacy.

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

Towards an Antiracist Classroom Formative Assessment Framework

ABSTRACT The purpose of this paper is to theoretically explore how Hip Hop pedagogy can be utilized and implemented in K-12 classroom formative assessment practices. As a conceptual paper, there will be five sections. The first section will explore classroom formative assessment definitions and highlight theoretical frameworks used to conceptualize the pedagogical practice. The next section will begin to formulate aspects of an antiracist classroom formative assessment theoretical framework. The third section will explore how Hip Hop pedagogy can be used as an antiracist classroom formative assessment approach, while the fourth section will address considerations and objections related to such usage. The final section will end with a call to action for educational researchers, professionals, and practitioners who want to interrogate and investigate how to overcome systematic racism and oppression in our classroom assessment research and practice.

Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives

The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed.

The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: a path analysis

BackgroundThe support of students' academic well-being is one of the main agendas of medical education. For medical students, well-being can help prevent burnout and provides students with grounds for their future healthcare setting. The aim of this study was to examine the mediating role of motivated strategies for learning in the relationship between formative assessment and academic well-being.MethodThe present cross-sectional study was performed on 391 undergraduate students of medical sciences selected by a convenient sampling method. The measuring instruments used in this study included motivated strategies for learning questionnaire (Pintrich and De Groot), classroom assessment approaches questionnaire (Yousefi Afrashteh et al.) and Academic well-being Questionnaire (Pietarinen et al.). In order to analyze the data, SPSS-26 software was used for descriptive statistics and correlation matrix, and LISREL-10.20 software was used to do path analysis and determine the relationships between variables within the model.ResultsFindings showed that formative assessment is a significant resource in shaping subscale of motivated strategies for learning (self-efficacy, intrinsic value, test anxiety, cognitive strategies and self-regulation). Moreover, the results demonstrated that the self-regulated learning strategies is a crucial determinant of academic well-being and is a mediator between formative assessment and academic well-being.ConclusionThese findings suggest the important value and necessity of formative assessment in medical science classes which can indirectly lead to improve students’ academic well-being.

Using Formative Assessment in a Blended EFL Listening Course

This paper explores how a formative assessment-based blended English-as-a-foreign-language (EFL) listening course affects students' perceptions of their listening performance and what difficulties they may encounter during the course. The study was carried out at the Hue University of Foreign Languages in Vietnam. Sixty students majoring in English took part in this study. A 5-point Likert-scale questionnaire and semi-structured interviews were used to collect the data. The results show that the students positively perceived the use of online formative assessment in blended language classrooms. The findings suggest that the online learning platform supported learners in experiencing rich online learning resources, actively engaging a flexible, personalised learning environment and effectively practicing their listening skills. Regarding difficulties, the lack of technical skills, and anxiety related to social communication strategies were perceived as common challenges that limit learner engagement in the peer-feedback activity and in the collaborative learning community.