Means Of Formative Assessment Research Articles

Mechanisms of formative assessment in the additional professional education of teachers

Introduction. Many studies indicate the low effectiveness of the impact of innovations on the quality of modern education. One of the reasons for this situation is the low level of the subjective position of teachers in the development of innovations in the context of advanced training programmes.It is generally recognised that the formative assessment can directly affect the process of teachers’ person-centred training that is directly related to the processes of individualisation of educational, professional and professional activities. The article presents the experience of organisational process of formative assessment of teachers in the framework of additional professional education.Aim. The present research aims to describe the mechanisms of person-centred formative assessment in additional professional education of teachers when mastering innovations.Methodology and research methods. The study was based on the methodology of the competence-based and system-activity approaches, the author’s concept of the components of activity, taking into account the principles of organising the formative assessment by P. Black & D. Wiliam, the methodology for organising feedback in the conditions of teacher training.As a means of formative assessment in the context of the implementation of the task approach, professional tasks were used to assess the level of mastery by the teacher of innovations corresponding to the competencies of the professional standard. On the basis of emotional-psychological, regulatory, social, analytical, creative components of activity and self-improvement component, the author developed the criteria for the formative assessment in the process of mastering innovative activities by teachers. The study involved 978 Russian and foreign language teachers and mathematics teachers, who participated in advanced training programmes in 2013–2018.Results and scientific novelty. The developed mechanisms of formative assessment within the framework of advanced training programmes made it possible to implement the predictive, diagnostic and corrective functions of formative assessment; reflective dialogues created conditions for the development of the subjectivity of programme participants in the field of formative assessment. The criteria for the formative assessment of the metaprofessional competencies of teachers, designed on the basis of the author’s concept, made it possible to establish a high level of the emotional and psychological component of the activity, motivation of teachers to master innovative technologies of the system-activity approach. The manifestation of analytical and creative components turned out to be at a low level: with great difficulty, trainee teachers overcame traditional approaches to lesson design, stage development activity motivation of students, design of a competence-oriented test. This analysis could be applied as the basis for building a further trajectory for teacher development.Practical significance. The presented mechanisms for organising formative assessment can be effectively used to increase the subjective position of teachers in the development of innovations.

Utility of ClassDojo for Real-Time Formative Assessment of Professionalism in Pre-clerkship Medical Education.

Medical education needs real-time documentation of professionalism for feedback and improvement. "ClassDojo™" is a behavioral tracking mobile app used in elementary education in USA with limited presence in medical education. A protocol adapting ClassDojo™ in pre-clerkship curriculum was developed and implemented. ClassDojo™ serves as an effective means of formative assessment of medical students' professionalism.

ОЦЕНИВАНИЕ СФОРМИРОВАННОСТИ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ БАКАЛАВРИАТА НЕЯЗЫКОВЫХ НАПРАВЛЕНИЙ ПОДГОТОВКИ

Objective of the article is to develop a scale for assessing the formation of the foreign language communicative competence of undergraduate students of non-linguistic specialties. Applied methods . Analysis, synthesis, generalization of the foreign language teaching experience. Results . According to the Federal State Educational Standard of Higher Education 3 ++, students of non-linguistic universities as a result of mastering the "foreign language" discipline should have Universal Competence-4 formed. The competence includes a language component and a professional component. By the language component a foreign language communicative competence is meant. The development of the communicative competence can be assessed using indicators and level descriptors, which are assessment criteria and objects of control. In order to increase the efficiency and objectivity of foreign language communicative competence assessment, it is necessary to base the assessment scale on the requirements of international exams in foreign languages. Conclusion. The article deals with the problem of unification of requirements for the formation of foreign language communicative competence for students studying in non-linguistic areas of training at the bachelor's degree level. The unification of the requirements is needed to improve the quality of foreign language education in universities. The developed scale for assessing the formation of a foreign language communicative competence makes it possible to assess the foreign language communicative competence of undergraduate students in non-linguistic areas of training. And it is also a means of formative assessment that allows developing the thinking and personality of a student.

MULTIPLE CHOICE TESTS AS A FORMATIVE ASSESSMENT TOOL

The article discusses the problem of using multiple choice tests as a means of formative assessment. As a rule, this type of assessing materials is correlated with summarising assessment; however, as the analysis of theoretical sources has shown, the use of multiple choice tests for training allows us to realise the goals of formative assessment. During the study, the main aspects of the use of multiple choice tests in the course of assessment of learning and in the course of assessment for learning were compared, after which the requirements for multiple choice tests for formative assessment were formulated. The identification of the specific characteristics of the use of multiple choice tests for formative assessment allowed us to specify the methods of using tests at different stages of educational process. Based on the results of the study, recommendations for teachers on the development and use of multiple choice tests for assessment for learning are proposed.

The effect of Blogs as a means of formative assessment on enhancing writing skills and attitudes towards them

This study examines how the achievement of students was affected by using blogs as considered a means of formative assessment, and it also checked the participants' attitudes towards them. Participants (N=60) were divided into two equal groups: experimental and control groups. Instruments include an achievement test based on writing skills and a learner attitudes' scale. Results showed that there were statistically significant differences between the mean score of the experimental and control groups in favor of the experimental group. The study concluded that using blogs as a means of formative assessment proved to be effective in improving freshmen students at the faculty of education writing skills and attitudes towards blogs

Criticism, self-criticism, generative criticism developing self-awareness and confidence in students of design

n the complex field of design, which bridges art and science, designers need to be critically aware and versatile. They should possess breadth and depth of knowledge, skills and understanding that can be transferred and adapted to new and different situations, enabling sustainable and innovative design solutions. Designers need to communicate within a global ‘networked knowledge society’. It has been argued that ‘designers create culture’ and that knowledge and hand skills traditionally required of an artist/designer are essential, as design outcomes are purpose driven and practical. Self-awareness and confidence have been identified as necessary attributes for ‘creative design action’. The role of tertiary design foundation education and in particular an integrated, multidisciplinary design foundation course in the South African context is investigated. In raising students’ critical awareness by instilling an understanding of ‘core ideas’ and the ‘visual language’ specific to the fields of art and design, emphasis is placed on ‘learning to see’ through the act of drawing and the use of colour. Transference from one studio-based subject to another, that takes place through studio group critiques applying comparative analysis as a means of formative assessment, is examined. The iterative nature of the design process in encouraging ‘design thinking’, described as ‘reflection in action’, and which leads to the development of generative self-criticism, is investigated. It is argued that generative self-criticism in students provides an essential benchmarking instrument for the assessment of practical design outputs.

Socrative (Snowy release)

Socrative (Snowy release)

We are what we do: Examining learner‐generated content in the anatomy laboratory through the lens of activity theory

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities.

How Do Wii Know: Anecdotal Records Go Digital

AbstractAnecdotal records have long been used as a means of formative assessment. This article explores how traditional anecdotal records can be enhanced with digital technology. Using a portable device and one of many available note‐taking applications, teachers have the opportunity to create a richer picture of the student. Highlighted in this Teaching Tip is information on how to take digital notes, how to organize them to assist in making instructional decisions, and ways to use the app's embedded media options to document student learning.

Digital Documentation: Using digital technologies to promote language assessment for the 21st century

The article describes how the use of digital technologies such as iPod and iPad contributes to the gathering of tangible evidence of students’ learning, and promotes the emergence of a new means of formative assessment that supports language teaching and learning for the 21st century. In particular, the use of such technologies by Early French Immersion learners promotes digital documentation (audio and video recording) of language learning across the curriculum, to help make the learning and thinking process more visible to teachers and students. The process of revisiting the digital documentation constitutes a new means of formative assessment that informs both the teaching and the learning. Moreover, the use of digital technologies allows students to become active participants in their own learning and assessment process. Finally, the article examines the role of oral language in the digital documentation and revision process and how this enhances the assessment of students’ learning in the 21st century language classroom.

The Difference between Formative Assessment through Multiple Choice Questions and True False Questions in Iranian Intermediate EFL Learners' Grammar Learning

Assessment is a prominent topic including everything from large scale tests to district benchmark or interim tests to everyday classroom tests. In order to discover what seems to be an overuse of testing, educators should frame their views of testing as assessment and that assessment is getting information rather than making learners stressed. The more we know about the students, the clearer the picture we have about achievement or where gaps may occur. This study attempts to find the difference between using multiple choice type of quizzes and true/false type of quizzes as means of formative assessment in teaching intermediate adult students. What we exactly tried to do was checking that whether learners can improve their knowledge of grammar and have better results in their achievement test based on different exam types they take during the term and in the class. The findings showed that there was no significant difference between the learners exposed to multiple-choice exams and those who were given true/false tests. The type of exam which was used for final exam was even a multiple choice one but this did not lead to a significantly better performance for the ones who had the same exam type during the instructional sessions.

Toward formative assessment: The use of pedagogical documentation in early elementary classrooms

In this study, a Reggio Emilia style of pedagogical documentation was introduced in five kindergarten classrooms in the New Westminster school district over a six month period from January to June 2005 to investigate its potential as a means of formative assessment in literacy instruction, and to communicate learning to children and their families. Interviews with parents, and classroom teachers followed; transcripts were analyzed using grounded theory methodology to determine common responses, and patterns in the perspectives articulated. A year later in June 2006, teachers were re-interviewed to determine if they had continued to use any of the techniques introduced and to ascertain barriers and challenges to its implementation. Based on these findings, two analytic stories were developed about the use of pedagogical documentation in traditional early elementary classrooms. The implications of these findings are then considered along with recommendations for further investigations.

Teaching as a focussed conversation: the use of incentive‐based preparation exercises

In this case note I report on the introduction of incentive‐based preparation exercises into my law teaching. These exercises require students, at each seminar class, to hand in a written summary of their responses to focussed questions on course materials. These questions are directly related to the work required for the final assessment in the course. The preparation exercises are marked and returned at the following class, and a percentage of the final mark is assigned to students who complete the preparation exercises and attend the seminars. These exercises are based on the conception of teaching as a conversation involving dialogue between teacher, student and subject area, with a central focus on assessment requirements. In this case note I outline the factors that prompted this initiative, namely the uneven engagement of students in seminars and the lack of formative assessment to prepare students for final assessment. I present the main features and rationales of the initiative and the strategies for evaluating it. My conclusion is that the initiative significantly improves student engagement and provides an effective means of formative assessment. At the same time, certain issues require attention as an ongoing part of the conversation of teaching.