Use Of Formative Evaluation Research Articles

Research and Practice of Physical Education Teaching Methods based on OBE Concept

This article delves into the application and practice of the OBE concept in physical education courses. OBE is a learner centered educational method that focuses on learning outcomes and outcomes. Unlike traditional input-oriented education, OBE emphasizes the practical knowledge, skills, and attitudes that students acquire after completing their studies. In the field of physical education, this means not only paying attention to students' skill mastery, but also emphasizing the cultivation of their physical fitness, teamwork ability, and life attitude. The article first reviews the basic concepts and characteristics of OBE, and then provides a detailed introduction to its application methods in physical education courses, including clear learning outcomes setting, the use of formative evaluation, and the integration of cognition, skills, and attitudes. In addition, it also explored how to design and implement effective physical education teaching activities based on the OBE concept. Through the application and practice of OBE in physical education, this article aims to provide a new perspective to help educators better meet students' learning needs and expectations, and provide them with more meaningful and valuable learning experiences. Overall, the OBE concept provides an innovative way of thinking and practice for physical education, and is expected to guide physical education into a new era that is more humane, scientific, and effective.

Development of Computer-Based Assessment Instruments Nuclear Physics Introduction Course as An Effort to Grade Authentically

The introductory course of nuclear physics in the physics education study program is carried out online, hybrid, and offline by providing teaching materials in the form of digital handouts equipped with videos to add explanations. The use of technology has been used as a learning evaluation tool, both to evaluate practice questions or official ones such as Quizizz, web-based, google form and form facade. This research is about the development of the Visscher-Voerman procedure which consists of Nature of analysis activities, Design (The shaping of the solution, Design (Media Selection), Design (Starting from target group instead of subject of matter), Evaluation (The use of formative evaluation) and Implementation and formative evaluation using Tessmer's evaluation stages: self-evaluation, expert review, one-to-one evaluation, small group evaluation and field test. The result of this research is a product in the form of a computer-based assessment instrument on nuclear physics introduction course that have met the validity criteria, reliable and practical, so that it can be used as a learning evaluation tool. The validity of the instrument was obtained from three lecturer reviewers in the content, construction, language and application sections with the respective results of 4.73 (very valid), 4.80 (very valid), 4.78 (very valid) and 4.58 (valid). Reliability of the instrument was tested with the help of SPSS version 22.0 for windows, by carried out simultaneously on all item items by looking at the Cronbach's alpha value for the midterm and final semester exams. The reliability results respectively are 0.82 with 25 items and 0.85 with 35 items included. It’s mean that they are in the reliable categories. Product practicality test was carried out on October 14 -15 2022 and continued on May 5 2023. The respondents are FKIP Physics UNSRI’s student class of 2019-2020, with one-to-one (3 students) trials, small group trials (10 students), and wide trials (36 students). The results are respectively 3.81, 3.89 and 3.72 with a very practical category.

Psychological – pedagogical aspects of providing a formative assessment to the control and evaluation activities of primary class teachers in the conditions of NUSH

The psychological-pedagogical aspects of the primary school teacher’s control and assessment activities are analyzed through the prism of the formative approach, which is becoming dominant in the conditions of the NUSH (New Ukrainian School). The main content of the concepts of control, assessment, educational achievements is revealed. Assessment is the stimulus for learning, dominating the elementary grades in the form of motivated evaluative judgment. The values of the main functions and principles of formative assessment are analyzed. Attention is drawn to the age-related psychological characteristics of children of primary school age and the formation of basic neoplasms, the so-called metacognitive skills, which are manifested through reflection, self-evaluation, and mutual evaluation. The teacher’s use of detailed evaluative judgments in teaching first-graders in order to establish positive feedback is described. The need for teachers to understand that objectivity, impartiality of evaluation, positive feedback, self-evaluation and mutual evaluation of educational activities are important tools based on partnership pedagogy, which is one of the main directions of modernization of primary education, is emphasized. The combination of daily control with self-assessment, the use of verbal assessment in the form of motivated pedagogical judgments, which is a positive psychological aspect of the implementation of formative assessment, is substantiated. The key competence is highlighted – the ability to learn, which is based on the development of personal assets of primary school students. For this purpose, an analysis of the main stages of the algorithm of the teacher’s activity during the application of the formative approach, as a process of such control and evaluation activity, which would contribute, first of all, to the development and formation of the student’s personality, was made. The algorithm for determining educational goals emphasizes the expediency of applying the SMART principle, positive feedback, reveals the importance of reflection as a factor in the formation of self-evaluation and mutual evaluation of elementary school students. Emphasis is placed on the creation of a «situation of success» in the control and evaluation activities of primary school teachers during the use of formative evaluation. Keywords: control, formative assessment, educational results, personal assets, self-assessment, mutual assessment, evaluative judgments, reflection, positive feedback, activity algorithm.

La evaluación formativa en el desempeño docente Universitario: Revisión sistemática de literatura

A main factor in the improvement of teaching - learning is the use of formative evaluation of university teachers who have been improving in their performance in the classroom, in addition to the use of feedback levels such as reflective and descriptive has gradual improvement in the different areas of the university environment has become a reality. The objective of the article is to carry out a systematic review with issues related to formative evaluation in university teaching performance, to specifically systematize the information. In the methodology, the prism method was used where systematically selected information and meta-analysis were developed, carrying out as a first action an exploratory search in the scopus, google academic and science databases, followed by the systematic search of 75 articles of which was disrespecting due to duplicity and other criteria described, finally we were left with 25 articles published from 2017 to 2021 directly related to the research topic, the quality evaluation is carried out under 5 criteria: relevance, relationship, relevance, rigor and credibility for extract the specific data and answer the questions posed. The main results that we find are the various coincidences of the authors in that the application of the formative evaluation of university teachers causes positive effects on the job performance of future professionals, just as in a sector of teachers there is resistance to change and they continue to apply the traditional summative evaluation at the end of learning-teaching processes.

Use of formative evaluation surveying and tailored digital education to identify and address knowledge and competency gaps in upper tract urothelial carcinoma (UTUC) care.

307 Background: Upper tract urothelial carcinoma (UTUC) treatment poses a unique challenge for clinicians, due to the complexity in diagnosis, risk stratification, and a lack of treatment options, leading to a lower patient quality of life. However, recent advances in kidney sparing treatment options have created an opportunity for clinicians to integrate newer therapies into practice and improve function for UTUC patients. To address these needs, a serial educational initiative was designed for the uro-oncology team. Methods: A 2-part CE activity was launched in partnership with Large Urology Group Practice Association live-online in June and December, 2020, and remains on-demand through December, 2021 at UroCareLive.com and OMedLive.com. The first activity focused on diagnosis, risk stratification, and newer treatments. Formative evaluation was applied to obtain feedback from the 1st activity through an in-depth survey to clinician learners, the results of which were used to shape the content of the 2nd activity. Formative evaluation survey results revealed gaps in recognizing disease progression (48%), risk stratification (with difficulty obtaining tissue from upper urinary tract noted as the most common barrier; 57%), and experience with newer agents leading to a lack of their use in practice (62%). Only 23% rated their team’s training on patient education as “Very Good” or “Excellent.” Additionally, knowledge and competence questions were administered pre-, immediate post-activity, and at 2-months follow-up. Data from these questions were analyzed to determine engagement and remaining gaps. Results: To date, 788 clinicians participated in the activity. All 8 pre/post-test questions demonstrated statistically significant improvements in knowledge and competence concerning risk stratification, treatment applications, and adverse event management. At 2-mos. follow-up, 75% reported improved behavioral impact on clinical practice and 55% reported impact on patient experience and outcomes. Learners provided write-in examples detailing changes such as improved confidence and understanding of newer treatment options, patient experience, and increased use of kidney-sparing treatments including mitomycin gel. Conclusions: The activity was successful in demonstrating sustained knowledge advances in critical areas such as tumor categorizing and risk stratification, the use of emerging treatment options, and management of adverse events in practice. Use of formative evaluation surveying allowed identification of practice gaps and barriers to change, providing an opportunity for tailored education addressing these needs. Learners also reported strong post-activity improvements in clinical practice and patient outcomes, illustrating the importance of serial education for the uro-oncology team.

English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context

Evaluation processes must be conceived in line with learner-centered emphasis though instruction in English for Academic Purposes (EAP) is grounded on learner-centered approaches, EAP- English for Academic Purpose, which is considered as a major important functional feature of the language. Formative evaluation is major evaluation approach that provides various advantages for EAP students. This study examined (n=50) the perception of lecturers in three Thai universities, including Walailak, of including the inclusion of formative assessments in EAP instruction. The findings showed that, despite several obstacles to its implementation, lecturers have adapted optimistic attitudes to the use of formative evaluation in EAP education through studies and interviews. In addition, the instructors knew the merits of EAP training assessment. However, the expertise and the knowledge required for the formational assessment of EAP instructions were not available to them. The main evaluation in the form of the final examination was summative. This study suggests that formative evaluation should be taken into account in the EAP curriculum. Â Â Â

Melhorias no projeto de interface como resultado de avaliações formativas de IHC: o caso de um Sistema Jurídico

Avaliação é uma importante atividade durante a concepção da solução. Apesar de existirem métodos de avaliação específicos para o design digital, pouco se investigou sobre seus efeitos no processo de design. Este trabalho apresenta um estudo de caso que analisou o uso de resultados de avaliação formativa com avaliação heurística, método de avaliação de comunicabilidade e teste de usabilidade sobre a revisão da solução sendo concebida. Contribuições da avaliação foram evidenciadas e questões sobre a revisão da solução precisam de investigações no futuro.

Analisis Evaluasi Formatif dalam Pembelajaran IPA di Kelas 4 SDN 07 Pagi Tegal Alur

Integrated learning must be based on student learning needs. Systematically in its development, it is necessary to have a formative evaluation to improve the quality of instructional programs and to be used as a reference or reference material to improve and improve the content or material of the learning outcomes. Formative evaluation in SDN 07 Pagi Tegal Alur on the subject of 36 students in elementary science learning is done by using test and non-test techniques. The test techniques used are multiple choice and description, non-test techniques using question and answer instruments, discussions, interviews, questionnaires, and observation. The results of the research on the use of formative evaluation in learning science in 4th grade elementary school proved to be effective based on the results of the pre-test and post-test.

Use of the Conceptual Change Teaching Method to Address Food Safety Among Native American and Hispanic Food Preparers

Use of the Conceptual Change Teaching Method to Address Food Safety Among Native American and Hispanic Food Preparers

MyPlate, Children, and Lack of Formative Evaluation: A Systematic Review

Beginning at the critical preschool level, preventing childhood obesity is a multifaceted challenge with health, economic, ethical, and social implications. In particular, increasing emphasis will be placed upon educating children and their caregivers about the USDA’s MyPlate model of good nutrition. To date, evidence-based efforts to teach preschool children nutrition facts and appropriate behaviors are limited, and developers of evidence-based practices do not appear to use formative-evaluation to an adequate extent. Crucial among these evaluations is assessing what the preschool child already knows about the MyPlate components (fruits, vegetables, grains, protein, and dairy). University researchers along with graduate students in nutrition and psychology conducted a review of current research regarding the use of MyPlate in early childhood education settings. Minimal empirical studies were found, indicating a need to expand the literature in the areas of MyPlate, early childhood nutrition education, and formative evaluation. In the current article, authors present the systematic review process of the scant knowledge that exists regarding formative evaluation research to document what preschool-age children already know about nutrition, suggest ways that this research base might be expanded, and advocate for the increased use of formative evaluation in both research and curriculum development.

The Development of a Food Safety Brochure for Families: The Use of Formative Evaluation and Plain Language Strategies

Printed materials have been used extensively as an educational tool to increase food safety awareness. Few educational materials have been designed to target families with young children for food safety education. This article reports the use of the formative evaluation process to develop a brochure designed to enhance awareness about food safety among primary food handlers of families with children 10 years and under. Quantitative and qualitative evaluation included the use of plain language principles and two focus groups with target audience members. Application of systematic formative evaluation can help health practitioners develop more effective consumer-centered educational materials.

Community Action to Reduce Rural Drink and Drive Crashes in New Zealand: Adapting Approaches in Dynamic Environments

This paper discusses the evolution of a two-and-a-half year pilot community action project aimed at developing strategies to reduce alcohol-use-related crashes in a rural police district in New Zealand. Formative evaluation aimed to assist an intersectoral coordinating group identify and implement strategies. Initially the idea was to establish community-based committees to mobilize on drinking and driving around the district. However, it became clear that the original concept impeded action. The focus was changed to provide more support to strengthen existing initiatives, particularly those relating to police traffic enforcement and drinking environments. This helped give the project renewed life and direction. The paper focuses on process, organizational, and external community issues affecting the project and the use of formative evaluation to assist the project to respond and adapt to dynamic circumstances.

How to develop a group curriculum: developing an exercise programme for overweight adults

This paper reports on work to develop introductory exercise courses for sedentary, moderately overweight adults. The aim is to offer a safe and motivating programme of physical exercise and, through experiential learning, to encourage and facilitate increased physical activity. The core of the programme is a course of 10–20 weekly exercise classes. The classes include a variety of physical exercises adapted to the special needs of overweight adults (BMI 28–34 kg/m 2) and a number of health-related fitness tests. We outline the underlying principles of the exercise courses, their structure and contents, the guidelines of instruction, and the use of formative evaluation. In addition, we report on the implementation of five weight-reduction courses and six exercise courses involving a total of 209 participants. A fairly high level of programme acceptability (in terms of attendance rates and personal commitment) and programme feasibility (in terms of acceptability, changes in personal orientation towards health and weight reduction, and satisfaction among participants) was achieved.

Effects of Acceptability on Teachers' Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation

We investigated the hypothesis that treatment acceptability influences teachers' use of a formative evaluation system (curriculum-based measurement) and, relatedly, the amount of gain effected in math for their students. Twenty-one special education teachers implemented curriculum-based measurement for 4 months. On the basis of their responses to a questionnaire assessing treatment acceptability of curriculum-based measurement, teachers were divided into groups (high- and low-acceptability). We compared the two groups of teachers on (a) five measures of implementation and (b) amount of growth evidenced by their students in math. Results indicated that high- and low-acceptability teachers differed on two of five implementation measures, and that there was a significant difference in the rate of growth effected in their students in math. Implications of results relative to the use of formative evaluation and measurement of treatment acceptability are discussed.

Promoting public health in liquor licensing: perceptions of the role of alcohol community workers

The impact of liquor licensing laws on the availability of alcohol has been recognized as an important factor in the level of consumption and alcohol-related problems through the mechanisms of control on hours and days of sale (Smith, 1987, 1988a, 1988b, 1988c; Olsson and Wikstrom, 1982; Nordlund, 1985); categories, numbers and density of outlets (Wagenaar and Holder, 1991); McGuinness, 1983; Godfrey, 1988; Gruenewald, Ponicki and Holder, 1993; Watts and Rabow, 1983; Holder and Blose, 1987; Blose and Holder, 1987; Hoadley, Fuchs and Holder, 1984) and enforcement of penal provisions within the law (McKnight and Streff, 1994; Jeffs and Saunders, 1983). Community response liquor licensing administration and enforcement may play a key role in facilitating the reduction of problems, including the interest, organization and agenda of community and government bodies involved with the regulation of alcohol (Room, 1980). The level of resources available individual agencies, their interpretation of the legislation, and the rigor with which they enforce the law are also important. In New Zealand a major review of the liquor licensing system during the mid-1980s culminated in a new Sale of Liquor Act coming into force in April 1990. The new Act liberalized alcohol availability; for example, it enabled 24-hour opening, more flexibility in licensing opportunities, and wine sale in supermarkets. It also devolved more responsibility for liquor licensing administration, inspection and enforcement the local government level, while retaining a national licensing body. Although the Act made licenses easier obtain, a new development was the inclusion of a specific objective for the Act recognizing alcohol's potential association with harm: to establish a reasonable system of control over the sale and supply of liquor the public with the aim of contributing the reduction of liquor abuse, so far that can be achieved by legislative means. These and other features signaled potential focus on the reduction of alcohol-related harm. Community action encourage public health input: the Liquor Licensing Project The introduction of the Act presented an opportunity influence its administration and enforcement in an organized way, so that it would include a significant focus on reducing harm. With this in mind, the Alcohol and Public Health Research Unit (APHRU) set up a two-year community action project called the Liquor Licensing Project. The aim was evaluate whether a public health emphasis in administration and enforcement of the Act, during its initial implementation period, could be encouraged through the activities of alcohol community workers. Participation of community workers The project was designed incorporate the approach that had evolved from an earlier evaluated community action project on alcohol (Casswell and Gilmore, 1989). This included the participation of community alcohol workers and the use of formative evaluation assist their action planning. Emphasis had been on encouraging support for procedures undertaken by key sectors within the community, such as police, health authorities and local government, promote a long-term effect on reducing alcohol harm through influencing alcohol's availability, price and promotion and the management of drinking environments. In the earlier Community Action Project (CAP), which ran between late 1982 and 1985, a person with community organization skills was employed given prominence alcoholrelated issues in the community and initiate or encourage the implementation of strategies by local organizations. The evaluation indicated that if well planned and implemented, the community-organization approach was feasible and could be effective in influencing public support for policy issues (Casswell and Gilmore, 1989; Casswell, Gilmore, Maquire and Ransom, 1989; Casswell and Stewart, 1989; Casswell, Ransom and Gilmore, 1990; Stewart and Casswell, 1993). …

Decategorizing health services: interim findings from the Robert Wood Johnson Foundation's Child Health Initiative.

Although results from the evaluation are preliminary thus far, certain tentative conclusions can be reached. First, both care coordination on a small scale and the production of community health report cards are achievable within the relatively short life of a foundation grant. Moreover, both efforts can result in tangible improvements for children and their families. Report cards associated with the initiative have made children's issues more prominent and appear to have led many community leaders to focus greater attention on children's needs. Likewise, many of the care coordination systems developed under the initiative have produced real change for children and their families by guiding them to needed health care and other services. It is important, however, to keep these accomplishments in perspective. While of significant benefit to demonstration communities, the monitoring and care coordination components of this initiative are not unique. A large number of communities have adopted monitoring and reporting programs in recent years. Similarly, care coordination efforts are well established in many communities. What is unique about the RWJF initiative is its attempt at decategorization, and much less progress has been demonstrated for this component. The less-than-hoped-for progress in implementing decategorization at the original sites appears to be the product of a number of interrelated factors. These include an absence of existing models and appropriate technical assistance; political difficulties in gaining cooperation from multiple local agencies involved in service provision; limited progress in establishing needed connections with the state and federal agencies that have authority over categorical programs; and difficulties in implementing major programatic changes when the health care system itself is undergoing rapid change. In combination, these barriers have proven to be largely insurmountable for the originally funded sites, although it is too early in the project to determine which of these factors is predominantly responsible for the lack of success. Whether the newer sites can learn from the experience of the first group and adapt strategies to overcome the multiple hurdles involved remains to be seen. Decategorization is a tool that has the potential to rationalize a fragmented service system by facilitating the coordination of services, especially for children and families with multiple needs. The need for decategorization of funds will not disappear, even if the federal government chooses to combine more of its grant programs to the states into block grants.(ABSTRACT TRUNCATED AT 400 WORDS)

Effect of the use of formative evaluation on some cognitive and non-cognitive student learning outcomes in secondary mathematics

Effect of the use of formative evaluation on some cognitive and non-cognitive student learning outcomes in secondary mathematics

Formative Evaluation and Editorial Review in the Development of Videodiscs Related to Human Service Professions

Summary The importance of formative evaluation and editorial review during the development of an interactive videodisc is often overlooked. The rationale for the integrated use of formative evaluation and editing during the process of design, production, post-production and programming is presented. The role of the instructional designer, as well as some of the focal points, in formative evaluation and editing is discussed.

Brookfield Zoo's "Flying Walk" Exhibit

The use of formative evaluation to develop interactive exhibits can both aid the creation of a successful exhibit and be cost-effective for the institution. Priorto the final development of Brookfield Zoo's "Flying Walk" exhibit planners raised several concerns about how visitors would use the exhibit. Concerns about the exhibit related to its attracting and holding power; whether it would be used as a "jungle gym" rather than an opportunity to learn; and whether visitors would learn the concept the exhibit was designed to teach. A prototype of the exhibit was built and a four-part study conducted. A total of 527 visitors and an additional 99 groups participated in the study. The results of the study led decision makers to accept the proposed exhibit with some minor modifications as an effective means by which to communicate the concept of bird wing movement. Some of the findings include: 47% of the groups entering the Aquatic Bird House were attracted to the exhibit; groups using the exhibit or watching others use it stayed in the building significantly longer than those who did not; the majority of visitors used the exhibit in the way in which it was designed to be used although behavioral differences occur due to age; and while only 4% of the naive sample could replicate bird wing movement, 45% of the sample who used the exhibit were able to demonstrate that they learned the appropriate concept.

Monitoring Progress Among Mildly Handicapped Pupils

The purpose of this paper is to review research on the use of formative evaluation with mildly handicapped pupils. First, the importance of formative evaluation to special education is described. Then, four critical issues in formative evaluation methodology are discussed: focus of measurement, frequency of measurement, data display, and data-utilization methods. Finally, a proposal for additional related research is advanced.