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1.
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(4):421-429
Strategic and well‐planned use of feedback in the assessment process is key to promoting learning. This paper evaluates the role a two‐stage test process played in guiding and assisting student learning in a second‐year module at the University of KwaZulu‐Natal, South Africa. Having been provided with verbal and written feedback without grades from the first test, students were given the opportunity to write a different, second test, and each was required to choose which one was graded. Students were generally very positive about the assessment process, most participated willingly and fully, many learned differently for the second test, and there was evidence of meta‐cognitive awareness and understanding. Despite this, a number of students experienced difficulty and frustration in judging the quality of their work. The discussion focuses on process and learning issues, on the utility of feedback and on formative test assessment procedures. 相似文献
2.
An effect size of about .70 (or .40–.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K‐12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was .25. Using a random effects model, a weighted mean effect size of .20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of .32, .17, and .09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer‐based formative systems, appeared to be more effective than other approaches, yielding mean effect size of .30 and .28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high‐quality studies is issued. 相似文献
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David Carless 《Assessment in Education: Principles, Policy & Practice》2007,14(2):171-184
This paper seeks to unpack some dimensions of formative assessment not yet fully articulated in the existing literature. It introduces the term, pre‐emptive formative assessment to denote teacher actions which attempt to clarify student understandings before misconceptions have resulted in ineffective learning outcomes and/or loss of marks in assignments or examinations. It is suggested that this dimension is common in practice but its principles and practice have not yet been conceptualized. The rationale for pre‐emptive formative assessment stems from key issues in the provision of useful feedback, namely timeliness and the opportunity for students to act. An example of pre‐emptive formative assessment is described and issues in its implementation discussed. Limitations of pre‐emptive formative assessment are examined. The paper concludes by arguing that pre‐emptive formative assessment is worthy of wider attention, and outlines some directions of further exploration and ongoing data collection. 相似文献
4.
Carolyn M. Schroeder Timothy P. Scott Homer Tolson Tse‐Yang Huang Yi‐Hsuan Lee 《科学教学研究杂志》2007,44(10):1436-1460
This project consisted of a meta‐analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi‐experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty‐one studies met the criteria for inclusion in the meta‐analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007 相似文献
5.
Anthony J. Nitko 《Assessment in Education: Principles, Policy & Practice》1995,2(3):321-337
To many persons used to the ‘once and for all’ nature of leaving examinations for certification and selection of students, the concepts associated with continuous assessment (CA) are confusing. To some, CA is a summative ‘mark’ to be passed forward to certify or select a student. To others, CA is the physical pages in exercise books which students complete. To yet others, CA is diagnosis and formative evaluation of student learning. This paper presents a conceptual framework for organising and relating the many confusing concepts associated with continuous assessment practices. Curriculum‐based continuous assessment is shown to have two major components: formative and summative continuous assessment of student learning. The nature of these components and their interrelationships are discussed. The paper discusses using continuous assessment results for official summative evaluation purposes such as reporting to parents and incorporating continuous assessment grades into leaving and certification decisions. Among the issues discussed are: (a) weighting of CA marks; (b) record‐keeping and reporting of CA results; (c) in‐service and pre‐service teacher training in CA; and (d) building school‐to‐school comparability and credibility into the CA process. 相似文献
6.
This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
7.
网络技术的发展推动形成性考核方式的改革,目前越来越多的广播电视大学开放教育课程实施网络化形成性考核,考核方式发生重大变化,形成性考核质量能否得以保障有待进一步思考。研究结合基层电大实际,主要从学生学习意愿、教学模式、教师评阅、考核任务设计及班主任管理五个维度展开质量评价,并就如何提高网络化形成性考核质量进行策略探讨。 相似文献
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This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. 相似文献
11.
Maria Araceli Ruiz-Primo 《Studies in Educational Evaluation》2011,37(1):15-24
This paper focuses on an unceremonious type of formative assessment - informal formative assessment - in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students’ level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students’ thinking explicit in an unobtrusive manner, and when students’ thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning. 相似文献
12.
Yaacov Petscher 《Journal of Research in Reading》2010,33(4):335-355
A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research. 相似文献
13.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
14.
Dylan Wiliam Christine Harrison Paul Black 《Assessment in Education: Principles, Policy & Practice》2004,11(1):49-65
While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six‐month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size in favour of the intervention was 0.32. 相似文献
15.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》1997,22(4):357-368
This paper reports a study which implemented and evaluated a method of student self‐assessment. The theme of the importance of marking criteria (Orsmond et al., 1996) is developed. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. The study was designed to allow the evaluation of (1) student self and tutor marking for individual marking criteria; and (2) student vs student marking of their poster work for individual marking criteria. A comparison between the tutor and the student self‐assessed mark reveals how important it is to consider the individual marking criteria rather than the overall mark. These results support our findings on peer assessment reported earlier (Orsmond et al., 1996). The results also illustrate the potential pitfalls that exist when making assumptions about the degree of student/student interaction and students’ marking ability. This study supports previous work which showed that self‐assessment is extremely useful in helping students reach their learning goals, i.e. it is a strong formative educational tool and can be used in order to bring about behavioural changes in students with regard to their own learning processes. 相似文献
16.
Evaluating a technology supported interactive response system during the laboratory section of a histology course 
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下载免费PDF全文 Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning CatalyticsTM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists. 相似文献
17.
Lorrie A. Shepard 《Educational Measurement》2009,28(3):32-37
In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how formative assessment works to increase student learning. The articles in this special issue bring us back to underlying first principles by offering separate validity frameworks for evaluating formative assessment (Nichols, Meyers, & Burling) and newly-invented interim assessments (Perie, Marion, & Gong). The article by Heritage, Kim, Vendlinski, and Herman then offers the most important insight of all; that is, formative assessment is of little use if teachers don't know what to do when students are unable to grasp an important concept. While it is true that validity investigations are needed, I argue that the validity research that will tell us the most—about how formative assessment can be used to improve student learning—must be embedded in rich curriculum and must at the same time attempt to foster instructional practices consistent with learning research. 相似文献
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How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment of Learning to Assessment for Leaning with a balance between the formative and summative purposes of assessment, the study of teachers’ and students’ conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers’ (n = 351) and students’ (n = 712) conceptions of the purpose of assessment were measured using a translation of the teachers’ conceptions of assessment questionnaire and a translated and shortened version of the students’ conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment. 相似文献
19.
Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
20.
试论形成性评价及其对大学英语教学与测试的启示 总被引：114，自引：0，他引：114
形成性评价在教学过程中对学生的学习情况进行评价，为教师与学生提供反馈，评价中收集到的信息用于调整教学以满足学生需求，提高教学质量。形成性评价如果使用得当，能显著改善教学效果，并帮助学生成为自主高效的学习者。从大学英语教学与测试中存在的问题和发展的趋势来看，如果能将形成性评价用于大学英语课堂，对大学英语教学与测试的发展能起积极的促进作用。本文对国内外有关形成性评价概念、价值和使用等方面的文献作了较充分的述评，并初步探讨了形成性评价对大学英语教学与测试发展的启示。 相似文献