Using Formative Assessment to Facilitate Learner Self-Regulation: A Case Study of Assessment Practices and Student Perceptions in Hong Kong

ERIC Educational Resources Information Center

Jing Jing, Ma

2017-01-01

One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to…

Using Reflective Practice to Incorporate Formative Assessment in a Middle School Science Classroom: A Participatory Action Research Study

ERIC Educational Resources Information Center

Trauth-Nare, Amy; Buck, Gayle

2011-01-01

Our purpose was to investigate the efficacy of using reflective practice to guide our action research study of incorporating formative assessment into middle school science teaching and learning. Using participatory action research, we worked collaboratively to incorporate formative assessment into two instructional units, and then engaged in…

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Gotwals, Amelia Wenk; Philhower, Joanne; Cisterna, Dante; Bennett, Steven

2015-01-01

Formative assessment practices, including eliciting a broad range of student ideas, noticing the nuances in students' ideas, using these ideas to guide instruction, and promoting student self-regulation of learning are key components of expert teaching. Given the inherent dialogical nature of formative assessment in the classroom, video can…

If I Experience Formative Assessment Whilst Studying at University, Will I Put It into Practice Later as a Teacher? Formative and Shared Assessment in Initial Teacher Education (ITE)

ERIC Educational Resources Information Center

Hamodi, Carolina; López-Pastor, Víctor Manuel; López-Pastor, Ana Teresa

2017-01-01

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates' subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their…

Training Effects on Teachers' Feedback Practice: The Mediating Function of Feedback Knowledge and the Moderating Role of Self-Efficacy

ERIC Educational Resources Information Center

Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik

2017-01-01

Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice,…

Adaptation of Teachers' Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

ERIC Educational Resources Information Center

Karaman, Pinar; Sahin, Çavus

2017-01-01

The purpose of this study was to adapt Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS) based on the Theory of Planned Behavior (TPB) into Turkish culture and apply the TPB to examine teachers' intentions and behaviors regarding formative assessment. After examining linguistic validity of the scale, Turkish scale was…

Assessment "for" Learning and "for" Self-Regulation

ERIC Educational Resources Information Center

Lysaght, Zita

2015-01-01

Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi)--a research tool for measuring teachers' understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an…

4 Formative Assessment Practices That Make a Difference in Classrooms

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Teachers know they need to focus on practices that can make the biggest difference to their students--but which practices have a track record of improving learning and growth? Read the second article in our five-part series to discover specific classroom formative assessment practices proven to take students from zoned out to tuned in. You'll…

Elementary Students as Active Agents in Their Learning: An Empirical Study of the Connections between Assessment Practices and Student Metacognition

ERIC Educational Resources Information Center

Braund, Heather; DeLuca, Christopher

2018-01-01

This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support,…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Faculty Perceptions of Formative Assessment and Implementation Practices in Preclinical Medical Edcuation: A Q Method Study

ERIC Educational Resources Information Center

Close, Brandy

2017-01-01

This study describes faculty perceptions of formative assessment and the influence their perceptions have on implementation practices. Assessment is often misunderstood and too often becomes an afterthought in the teaching process. Measuring curricular success by overall student outcomes means instructional and assessment methods have a…

Best Practices in Academic Assessment in Higher Education: A Case in Formative and Shared Assessment

ERIC Educational Resources Information Center

López Pastor, Víctor M.

2011-01-01

The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors'…

Eliciting, Identifying, Interpreting, and Responding to Students' Ideas: Teacher Candidates' Growth in Formative Assessment Practices

ERIC Educational Resources Information Center

Gotwals, Amelia Wenk; Birmingham, Daniel

2016-01-01

With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used…

Formative Assessment: Policy, Perspectives and Practice

ERIC Educational Resources Information Center

Clark, Ian

2011-01-01

Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community…

Implementing Summative Assessment with a Formative Flavour: A Case Study in a Large Class

ERIC Educational Resources Information Center

Broadbent, Jaclyn; Panadero, Ernesto; Boud, David

2018-01-01

Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how…

"Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

ERIC Educational Resources Information Center

Davies, Jenifer; Ecclestone, Kathryn

2008-01-01

In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning

ERIC Educational Resources Information Center

Hatzipanagos, Stylianos; Warburton, Steven

2009-01-01

The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment…

Formative Assessment in Confucian Heritage Culture Classrooms: Activity Theory Analysis of Tensions, Contradictions and Hybrid Practices

ERIC Educational Resources Information Center

Thanh Pham, Thi Hong; Renshaw, Peter

2015-01-01

Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the "third space", as the core of the third…

Formative Assessment as an Effective Leadership Learning Tool.

PubMed

Garrett, J Matthew; Camper, Jill M

2015-01-01

Formative assessment can be a critical and creative practice in leadership education and significantly enhance student learning, leader development, and leadership development. This chapter seeks to frame the use of assessment as both a best practice in leadership education and as an integral component to effective leadership learning pedagogy. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices.

PubMed

Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

2015-01-01

Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment-focused on ranking and social comparison, known to hinder the success of lower status students-and formative assessment-focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students' needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles.

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of…

Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice

ERIC Educational Resources Information Center

Stewart, Thomas A.; Houchens, Gary W.

2014-01-01

This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a "poverty of practice" among teachers, in that few fully understood how to implement classroom formative…

Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices

PubMed Central

Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

2015-01-01

Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment—focused on ranking and social comparison, known to hinder the success of lower status students—and formative assessment—focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students’ needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles. PMID:26097460

Formative Assessment Probes: Big and Small Seeds. Linking Formative Assessment Probes to the Scientific Practices

ERIC Educational Resources Information Center

Keeley, Page

2016-01-01

This column focuses on promoting learning through assessment. Formative assessment probes are designed to uncover students' ideas about objects, events, and processes in the natural world. This assessment information is then used throughout instruction to move students toward an understanding of the scientific ideas behind the probes. During the…

A Case Study of Teachers' Practices Using Formative Assessment for Fifth Grade Mathematics Students

ERIC Educational Resources Information Center

Veon, Kenneth E.

2016-01-01

Formative assessment is a classroom learning process that consists of clear goals and objectives, assessing students' knowledge, providing feedback and adjusting instruction based upon the data within a socially interactive process. Because of inconsistent implementation of the formative assessment process within classrooms, the efficacy of the…

Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project

ERIC Educational Resources Information Center

Harrison, Christine

2013-01-01

This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching…

3 Reasons Savvy District Leaders Prioritize Formative Assessment

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Teachers and leaders who say "yes!" to classroom formative assessment practice find it's a fast, proven, sustainable way to collect and act on key information while engaging ALL students. It's also an ideal complement to MAP and other data. Curious about which research-based practices get the most raves? Then check out the first article…

Where Are We Now? Learning Progressions and Formative Assessment

ERIC Educational Resources Information Center

Gotwals, Amelia Wenk

2018-01-01

In this commentary, I consider the three empirical studies in this special issue based on two main aspects: (a) the nature of the learning progressions and (b) what formative assessment practice(s) were investigated. Specifically, I describe differences among the learning progressions in terms of scope and grain size. I also identify three…

Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning

ERIC Educational Resources Information Center

Clark, Ian

2012-01-01

Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and…

Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context

ERIC Educational Resources Information Center

Chen, Jingping

2015-01-01

In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then…

Boosting Engagement and Growth with Formative Assessment: Leaders Share Their Lessons

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Our featured leaders saw big gains when their teachers began using formative assessment practice to guide student growth minute-by-minute. Read the fourth article in our five-part series for the scoop on how committing to this high-impact instructional practice paid off for a regional agency, district, and school. Learn: (1) why our featured…

Formative Assessment for Middle School Mathematics Instruction: An Evidence-Based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves

ERIC Educational Resources Information Center

Holmberg, Carrie

2017-01-01

This study involved empirical investigation of a moves-based conceptualization of teacher practices of planning, enacting, and reflecting on formative assessment (FA) in mathematics classrooms in a high-needs school district in California. A qualitative case study of six middle school mathematics teachers' practices of "posing"…

Multilevel Assessments of Science Standards

ERIC Educational Resources Information Center

Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.

2011-01-01

The Multilevel Assessment of Science Standards (MASS) project is creating a new generation of technology-enhanced formative assessments that bring the best formative assessment practices into classrooms to transform what, how, when, and where science learning is assessed. The project is investigating the feasibility, utility, technical quality,…

Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative

ERIC Educational Resources Information Center

Doubet, Kristina J.

2012-01-01

A rural middle level school had stalled in its third year of a district-wide differentiation initiative. This article describes the way teachers and the leadership team engaged in collaborative practices to put a spotlight on formative assessment. Teachers learned to systematically gather formative assessment data from their students and to use…

A Critical Analysis of the Design and Implementation of Formative Assessment

ERIC Educational Resources Information Center

Green, Rhiannon

2017-01-01

The objectives of this article are to critically analyse the impact of formative and summative assessment in an informal secondary school environment. The informality reflects the work of The Anne Frank Trust UK and their practices in evaluating student progress through a two-week workshop programme. The preference for formative assessment is…

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers' Goals with Their Items

ERIC Educational Resources Information Center

Sandlin, Benjamin; Harshman, Jordan; Yezierski, Ellen

2015-01-01

A 2011 report by the Department of Education states that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Chemistry teachers have goals for items in their formative assessments, but the degree of alignment between what is assessed by these items and the teachers' goals…

The Impact of the Technology Used in Formative Assessment: The Case of Spelling

ERIC Educational Resources Information Center

Vásquez, Andrea; Nussbaum, Miguel; Sciarresi, Enzo; Martínez, Tomás; Barahona, Camila; Strasser, Katherine

2017-01-01

This study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a…

Improving Foreign Language Speaking through Formative Assessment

ERIC Educational Resources Information Center

Tuttle, Harry Grover; Tuttle, Alan Robert

2012-01-01

Want a quick way to get your students happily conversing more in the target language? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students' fluency. You'll learn how to: (1) Imbed the 3-minute formative assessment into every lesson with ease; (2) Engage students in peer formative…

Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students

ERIC Educational Resources Information Center

Mahlberg, Jamie

2015-01-01

This research examined the influence formative self-assessment had on first/second year community college student self-regulatory practices. Previous research has shown that the ability to regulate one's learning activities can improve performance in college classes, and it has long been known that the use of formative assessment improves…

Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment

NASA Astrophysics Data System (ADS)

Comerford, Liam; Mannis, Adam; DeAngelis, Marco; Kougioumtzoglou, Ioannis A.; Beer, Michael

2018-07-01

The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.

Formative Assessment in a Test-Dominated Context: How Test Practice Can Become More Productive

ERIC Educational Resources Information Center

Xiao, Yangyu

2017-01-01

In recent years, increasing attention has been paid to the roles that assessment plays in promoting learning. Formative assessment is considered a powerful strategy for improving student learning; however, its learning potential has been less extensively explored in contexts where summative assessment dominates, because summative assessment is…

Formative Assessment Probes: With a Purpose

ERIC Educational Resources Information Center

Keeley, Page

2011-01-01

The first thing that comes to mind for many teachers when they think of assessment is testing, quizzes, performance tasks, and other summative forms used for grading purposes. Such assessment practices represent only a fraction of the kinds of assessment that occur on an ongoing basis in an effective science classroom. Formative assessment is a…

Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors

ERIC Educational Resources Information Center

Yüksel, Hidayet Suha; Gündüz, Nevin

2017-01-01

The purpose of this study is to examine opinions of the instructors working in three different universities in Ankara regarding assessment in education and assessment methods they use in their courses within the summative assessment and formative assessment approaches. The population is formed by instructors lecturing in School of Physical…

Screencasts: Formative Assessment for Mathematical Thinking

ERIC Educational Resources Information Center

Soto, Melissa; Ambrose, Rebecca

2016-01-01

Increased attention to reasoning and justification in mathematics classrooms requires the use of more authentic assessment methods. Particularly important are tools that allow teachers and students opportunities to engage in formative assessment practices such as gathering data, interpreting understanding, and revising thinking or instruction.…

Examining Increased Flexibility in Assessment Formats

ERIC Educational Resources Information Center

Irwin, Brian; Hepplestone, Stuart

2012-01-01

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process. This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on…

An Action Research Study of High School English Language Arts, Intensive Reading, and Formative Assessment Principles

ERIC Educational Resources Information Center

Welch, Karen P.

2017-01-01

Formative assessment has been identified as an effective pedagogical practice in the field of education, where teachers and students engage daily in an interactive process to gather evidence of the students' proficiency of a specific learning goal. The evidence collected by the teacher and a student during the formative assessment process allows…

Examining the Factors That Promote Long-Term Change in Elementary Teachers' Instructional Practices: Sustaining Formative Assessment Reform

ERIC Educational Resources Information Center

Sherbinko, Thomas, Jr.

2011-01-01

The purpose of this holistic case study with a mixed methods approach was two-fold: first, to investigate the extent to which elementary teachers in the BTSD sustained the use of formative assessment reform to regulate instruction, and second, to explore the factors that promoted fidelity to formative assessment reform. Although this study…

Learning Community Assessment 101--Best Practices

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Hansen, Michele J.

2013-01-01

Good assessment is part of all good learning communities, and this article provides a useful set of best practices for learning community assessment planning: (1) articulating agreed-upon learning community program goals; (2) identifying the purpose of assessment (e.g., summative or formative); (3) employing qualitative and quantitative assessment…

Formative Assessment in Mathematics for Engineering Students

ERIC Educational Resources Information Center

Ní Fhloinn, Eabhnat; Carr, Michael

2017-01-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the…

From the Teachers' Eyes: An Ethnographic-Case Study on Developing Models of Informal Formative Assessments (IFA) and Understanding the Challenges to Effective Implementation in Science Classrooms

ERIC Educational Resources Information Center

Sezen, Asli

2011-01-01

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning…

Promoting Mathematics Teachers' Discourse-Based Assessment Practice in Junior High Schools: An Exploratory Study

ERIC Educational Resources Information Center

Chen, Chang-Hua

2012-01-01

This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on teacher discourse in sessions and in DAP in the classroom. DAP is a type of formative assessment practice which consists of questioning and feedback.…

Mid-Level District Leadership Influences in Promoting Formative Assessment Practices in Secondary Schools: A Qualitative Multiple-Case Study

ERIC Educational Resources Information Center

Thompson, Jeff Roland

2017-01-01

A growing body of research evidence has suggested Assessment for Learning (AfL) practices represent a powerful intervention strategy that enhances learning for all students. Yet, grades 7-12 teachers in particular, generally continue to rely almost entirely on traditional summative assessment practices. However, some school principals in the…

A practical guide to assessing clinical decision-making skills using the key features approach.

PubMed

Farmer, Elizabeth A; Page, Gordon

2005-12-01

This paper in the series on professional assessment provides a practical guide to writing key features problems (KFPs). Key features problems test clinical decision-making skills in written or computer-based formats. They are based on the concept of critical steps or 'key features' in decision making and represent an advance on the older, less reliable patient management problem (PMP) formats. The practical steps in writing these problems are discussed and illustrated by examples. Steps include assembling problem-writing groups, selecting a suitable clinical scenario or problem and defining its key features, writing the questions, selecting question response formats, preparing scoring keys, reviewing item quality and item banking. The KFP format provides educators with a flexible approach to testing clinical decision-making skills with demonstrated validity and reliability when constructed according to the guidelines provided.

The Nature of Feedback in English: Teacher Practices

ERIC Educational Resources Information Center

Dargusch, Joanne

2014-01-01

This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and…

The Nature and Impact of Teachers' Formative Assessment Practices. CSE Technical Report 703

ERIC Educational Resources Information Center

Herman, Joan L.; Osmundson, Ellen; Ayala, Carlos; Schneider, Stephen; Timms, Mike

2006-01-01

Theory and research suggest the critical role that formative assessment can play in student learning. The use of assessment in guiding instruction has long been advocated: Through the assessment of students' needs and the monitoring of student progress, learning sequences can be appropriately designed, instruction adjusted during the course of…

Formative and Shared Assessment in Higher Education. Lessons Learned and Challenges for the Future

ERIC Educational Resources Information Center

López-Pastor, Victor; Sicilia-Camacho, Alvaro

2017-01-01

Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between…

Using Formative Assessment Despite the Constraints of High Stakes Testing and Limited Resources: A Case Study of Chemistry Teachers in Anglophone Cameroon

ERIC Educational Resources Information Center

Akom, George Viche

2010-01-01

Formative assessment, as a strategy used to improve student learning, encounters several obstacles in its implementation. This study explores changes in teachers' views and practices as they are introduced to formative assessment in a high stakes testing and limited resource environment. The study examines the extent to which teachers use the…

Formative Assessment in Year 12 English: A Conceptual Framework

ERIC Educational Resources Information Center

Dargusch, Jo

2010-01-01

This article reports a research project investigating the formative assessment practices of two teachers of Year 12 English in Queensland. This is a high-stakes year that is focused on summative assessment for certification purposes. In this school-based, externally-moderated, standards-referenced system, however, teachers are also expected to…

Developing Classroom Formative Assessment in Dutch Primary Mathematics Education

ERIC Educational Resources Information Center

van den Berg, M.; Harskamp, E. G.; Suhre, C. J. M.

2016-01-01

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students' understanding of learning goals and provide timely feedback. To improve the teachers' formative assessment practice, researchers, curriculum…

Formative assessment in mathematics for engineering students

NASA Astrophysics Data System (ADS)

Ní Fhloinn, Eabhnat; Carr, Michael

2017-07-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.

Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments

ERIC Educational Resources Information Center

Beebe, Ronald; Vonderwell, Selma; Boboc, Marius

2010-01-01

This study explores the transfer of assessment practices from f2f to online environments by college instructors, with a particular interest in the factors influencing assessment in online learning settings. Assessment is a critical aspect of the learning environment, and considerable research has suggested various methods of formative and…

The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago

ERIC Educational Resources Information Center

De Lisle, Jerome

2015-01-01

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…

Increased Authenticity in Practical Assessment Using Emergency Case OSCE Stations

ERIC Educational Resources Information Center

Ruesseler, Miriam; Weinlich, Michael; Byhahn, Christian; Muller, Michael P.; Junger, Jana; Marzi, Ingo; Walcher, Felix

2010-01-01

In case of an emergency, a fast and structured patient management is crucial for patient's outcome. The competencies needed should be acquired and assessed during medical education. The objective structured clinical examination (OSCE) is a valid and reliable assessment format to evaluate practical skills. However, traditional OSCE stations examine…

Exploring Tensions in Developing Assessment for Learning

ERIC Educational Resources Information Center

Webb, Mary; Jones, Jane

2009-01-01

This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of…

Validation of Automated Scoring for a Formative Assessment That Employs Scientific Argumentation

ERIC Educational Resources Information Center

Mao, Liyang; Liu, Ou Lydia; Roohr, Katrina; Belur, Vinetha; Mulholland, Matthew; Lee, Hee-Sun; Pallant, Amy

2018-01-01

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students' construction and revision of scientific arguments. The assessment is built upon automated scoring of students' arguments and provides feedback to students and teachers.…

Exploring Formative Assessment Using Cultural Historical Activity Theory

ERIC Educational Resources Information Center

Asghar, Mandy

2013-01-01

Formative assessment is a pedagogic practice that has been the subject of much research and debate, as to how it can be used most effectively to deliver enhanced student learning in the higher education setting. Often described as a complex concept it embraces activities that range from facilitating students understanding of assessment standards,…

Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts"

ERIC Educational Resources Information Center

Martin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

2016-01-01

This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

Towards the Improvement of the Student Experience of Assessment and Feedback in Construction Management Education

ERIC Educational Resources Information Center

Scott, Lloyd; Fortune, Chris

2013-01-01

It is widely accepted across Higher Education that assessment practices have a link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as taking place during a module/programme with the express purpose of improving and enhancing student learning. It is important to understand how…

K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT)

ERIC Educational Resources Information Center

Talkmitt, Marcia Joy

2013-01-01

The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via iFAIT or innovative Formative Assessment with Instruction and Technology developed by the researcher using audience response systems and the online data compiler, Eduphoria!. This study used…

Teacher Learning of Technology Enhanced Formative Assessment

ERIC Educational Resources Information Center

Feldman, Allan; Capobianco, Brenda M.

2008-01-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment

ERIC Educational Resources Information Center

Cowie, Bronwen; Moreland, Judy

2015-01-01

Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise…

Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

ERIC Educational Resources Information Center

Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

2018-01-01

While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

Ruffling the Calm of the Ocean Floor: Merging Practice, Policy and Research in Assessment in Scotland

ERIC Educational Resources Information Center

Hayward, Louise; Priestley, Mark; Young, Myra

2004-01-01

The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al. , 2002 ) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using…

A case study examining classroom instructional practices at a U.S. dental school.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A

2005-06-01

A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.

Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning

ERIC Educational Resources Information Center

Britton, Tricia

2011-01-01

Using formative assessment involves gathering data from students on their progress and comprehension so that instruction can be adjusted to meet their learning needs (Popham 2001; Greenstein 2010). This article describes how the author uses homework, "three quick questions," trivia questions, pretests, and practice tests to formatively…

Assessing Curriculum Planning for Humanities Inquiry: The Challenges and Opportunities of Poster Presentation

ERIC Educational Resources Information Center

Wallace, Heather D.; Preston, Lou; Harvie, Kate M.

2016-01-01

Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research…

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

ERIC Educational Resources Information Center

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

MBBS Student Perceptions about Physiology Subject Teaching and Objective Structured Practical Examination Based Formative Assessment for Improving Competencies

ERIC Educational Resources Information Center

Lakshmipathy, K.

2015-01-01

The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item…

Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

NASA Astrophysics Data System (ADS)

Moreland, Judy; Jones, Alister; Northover, Ann

2001-02-01

This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

English Elsewhere: Glocalization, Assessment and Ethics

ERIC Educational Resources Information Center

Rhedding-Jones, Jeanette

2002-01-01

This paper explores standardized English curriculum practice in a globalizing world. It uses one particular site of formative/summative assessment to show how colonial and modernist trajectories are carried in these times. The argument is that an ethical evaluative practice would allow for local hybridizations. To represent and theorize from a…

Development of Performance Assessments in Science: Conceptual, Practical, and Logistical Issues.

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Shavelson, Richard J.

1997-01-01

Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…

Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?

ERIC Educational Resources Information Center

Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, A. Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca

2015-01-01

In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…

Elementary Teachers' Use of Formative Assessment to Support Students' Learning about Interactions between the Hydrosphere and Geosphere

ERIC Educational Resources Information Center

Forbes, Cory T.; Sabel, Jaime L.; Biggers, Mandy

2015-01-01

Students' thinking should serve as the foundation of effective science curriculum and instruction. To promote science learning, particularly in the geosciences, teachers must attend to students' existing ideas about natural phenomena through the use of ''high-leverage'' instructional practices such as formative assessment. Elementary teachers need…

Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

ERIC Educational Resources Information Center

Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne

2018-01-01

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…

Formative Assessment Professional Development: Impact on Teacher Practice

ERIC Educational Resources Information Center

DiBiase, Deborah

2014-01-01

With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to…

Formative Assessment in Higher Education: Moves towards Theory and the Enhancement of Pedagogic Practice.

ERIC Educational Resources Information Center

Yorke, Mantz

2003-01-01

Argues that there is a need for further theoretical development regarding formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. Sketches the direction this development might…

Reworking Practice through an AfL Project: An Analysis of Teachers' Collaborative Engagement with New Assessment Guidelines

ERIC Educational Resources Information Center

Hermansen, Hege; Nerland, Monika

2014-01-01

In recent years, the concept of Assessment for Learning (AfL) has travelled across countries, giving rise to a range of educational policy initiatives and school development projects. While researchers have focused on issues such as how formative assessment can support student learning and lead to more efficient classroom practices, less attention…

Promoting proximal formative assessment with relational discourse

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.

2012-02-01

The practice of proximal formative assessment - the continual, responsive attention to students' developing understanding as it is expressed in real time - depends on students' sharing their ideas with instructors and on teachers' attending to them. Rogerian psychology presents an account of the conditions under which proximal formative assessment may be promoted or inhibited: (1) Normal classroom conditions, characterized by evaluation and attention to learning targets, may present threats to students' sense of their own competence and value, causing them to conceal their ideas and reducing the potential for proximal formative assessment. (2) In contrast, discourse patterns characterized by positive anticipation and attention to learner ideas increase the potential for proximal formative assessment and promote self-directed learning. We present an analysis methodology based on these principles and demonstrate its utility for understanding episodes of university physics instruction.

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.

Student Performance on Practical Gross Anatomy Examinations Is Not Affected by Assessment Modality

ERIC Educational Resources Information Center

Meyer, Amanda J.; Innes, Stanley I.; Stomski, Norman J.; Armson, Anthony J.

2016-01-01

Anatomical education is becoming modernized, not only in its teaching and learning, but also in its assessment formats. Traditional "steeplechase" examinations are being replaced with online gross anatomy examinations. The aims of this study were to: (1) determine if online anatomy practical examinations are equivalent to traditional…

The Contributions of Digital Concept Maps to Assessment for Learning Practices

ERIC Educational Resources Information Center

Filiz, Mehmet; Trumpower, David; Atas, Sait

2013-01-01

We have been developing a digital concept maps website (www.conceptmapsforlearning.com) based on the principles of effective assessment for learning. The purpose of this paper is to reveal its promising contributions to formative evaluation practices. The website reduces the workload of teachers as well as provides immediate and delayed feedback…

Towards a Personal Best: A Case for Introducing Ipsative Assessment in Higher Education

ERIC Educational Resources Information Center

Hughes, Gwyneth

2011-01-01

The central role that assessment plays is recognised in higher education, in particular how formative feedback guides learning. A model for effective feedback practice is used to argue that, in current schemes, formative feedback is often not usable because it is strongly linked to external criteria and standards, rather than to the processes of…

The Role of Educational Systems in the Link between Formative Assessment and Motivation

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

2011-01-01

Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (Brophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative…

Enhancing medical-surgical nursing practice: using practice tests and clinical examples to promote active learning and program evaluation.

PubMed

DuHamel, Martha B; Hirnle, Constance; Karvonen, Colleen; Sayre, Cindy; Wyant, Sheryl; Colobong Smith, Nancy; Keener, Sheila; Barrett, Shannon; Whitney, Joanne D

2011-10-01

In a 14-week medical-surgical nursing review course, two teaching strategies are used to promote active learning and assess the transfer of knowledge to nursing practice. Practice tests and clinical examples provide opportunities for participants to engage in self-assessment and reflective learning and enhance their nursing knowledge, skills, and practice. These strategies also contribute to program evaluation and are adaptable to a variety of course formats, including traditional classroom, web conference, and online self-study. Copyright 2011, SLACK Incorporated.

Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?

PubMed

Hift, Richard J

2014-11-28

Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the multiple-choice format will have higher validity, a statement for which some empiric support exists. Given the superior reliability and cost-effectiveness of the multiple-choice format consideration should be given to phasing out open-ended format questions in summative assessment. Whether the same applies to non-exit-level assessment and formative assessment is a question which remains to be answered; particularly in terms of the educational effect of testing, an area which deserves intensive study.

A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education.

PubMed

Dijksterhuis, Marja G K; Schuwirth, Lambert W T; Braat, Didi D M; Teunissen, Pim W; Scheele, Fedde

2013-08-01

Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

Using Common Formative Assessments to Promote Student Achievement: A Case Study of Practice, Leadership, and Culture

ERIC Educational Resources Information Center

Wall, Patricia T. C.

2012-01-01

It is the moral responsibility of educators to work diligently to provide every student with rich, challenging coursework in efforts to prepare them for post high school careers and education. The use of common formative assessments provides teachers with the valuable, timely information they need to make instructional decisions that will better…

Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

ERIC Educational Resources Information Center

Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

2018-01-01

This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy

ERIC Educational Resources Information Center

Swan, Gerry; Mazur, Joan

2011-01-01

Although the term data-driven decision making (DDDM) is relatively new (Moss, 2007), the underlying concept of DDDM is not. For example, the practices of formative assessment and computer-managed instruction have historically involved the use of student performance data to guide what happens next in the instructional sequence (Morrison, Kemp, &…

Blogs and the Design of Reflective Peer-to-Peer Technology-Enhanced Learning and Formative Assessment

ERIC Educational Resources Information Center

Olofsson, Anders D.; Lindberg, J. Ola; Hauge, Trond Eiliv

2011-01-01

Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education…

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

ERIC Educational Resources Information Center

Ozan, Ceyhun; Kincal, Remzi Y.

2018-01-01

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary…

Easing the Transition from Paper to Screen: An Evaluatory Framework for CAA Migration

ERIC Educational Resources Information Center

McAlpine, Mhairi

2004-01-01

Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an…

Junior and Senior High School EFL Teachers' Use of Formative Assessment: A Mixed-Methods Study

ERIC Educational Resources Information Center

Saito, Hidetoshi; Inoi, Shin'ichi

2017-01-01

Despite the rising interest in the practice of formative assessment (FA) in language classrooms, research has rarely examined the factors that contribute to differential use of FA. The present study adopts an explanatory sequential mixed-method design to examine differences in FA use among Japanese junior and senior high school EFL (English as a…

Formative Assessment and the Improvement of Middle School Science Learning: The Role of Teacher Accuracy. CRESST Report 740

ERIC Educational Resources Information Center

Herman, Joan L.; Choi, Kilchan

2008-01-01

This article articulates a framework for examining the quality of formative assessment practice and provides empirical evidence in support of one of its components. Based on a study of middle school science, the study examines the accuracy of teachers' judgments of students' understanding and the relationship of such accuracy to middle school …

Collaborative Learning through Formative Peer Review: Pedagogy, Programs and Potential

ERIC Educational Resources Information Center

Sondergaard, Harald; Mulder, Raoul A.

2012-01-01

We examine student peer review, with an emphasis on formative practice and collaborative learning, rather than peer grading. Opportunities to engage students in such formative peer assessment are growing, as a range of online tools become available to manage and simplify the process of administering student peer review. We consider whether…

The effectiveness of formative assessment with understanding by design (UbD) stages in forming habits of mind in prospective teachers

NASA Astrophysics Data System (ADS)

Gloria, R. Y.; Sudarmin, S.; Wiyanto; Indriyanti, D. R.

2018-03-01

Habits of mind are intelligent thinking dispositions that every individual needs to have, and it needs an effort to form them as expected. A behavior can be formed by continuous practice; therefore the student's habits of mind can also be formed and trained. One effort that can be used to encourage the formation of habits of mind is a formative assessment strategy with the stages of UbD (Understanding by Design), and a study needs to be done to prove it. This study aims to determine the contribution of formative assessment to the value of habits of mind owned by prospective teachers. The method used is a quantitative method with a quasi-experimental design. To determine the effectiveness of formative assessment with Ubd stages on the formation of habits of mind, correlation test and regression analysis were conducted in the formative assessment questionnaire consisting of three components, i.e. feed back, peer assessment and self assessment, and habits of mind. The result of the research shows that from the three components of Formative Assessment, only Feedback component does not show correlation to students’ habits of mind (r = 0.323). While peer assessment component (r = 0. 732) and self assessment component (r = 0.625), both indicate correlation. From the regression test the overall component of the formative assessment contributed to the habits of mind at 57.1%. From the result of the research, it can be concluded that the formative assessment with Ubd stages is effective and contributes in forming the student's habits of mind; the formative assessment components that contributed the most are the peer assessment and self assessment. The greatest contribution goes to the Thinking interdependently category.

Formative assessment and equity: An exploration of opportunities for eliciting, recognizing, and responding within science classroom conversations

NASA Astrophysics Data System (ADS)

Morrison, Deb

Educational inequity can be seen in both student participation and achievement outcomes. In science education, as in many other areas of education, disparities in equity of achievement (NCES, 2011) and equity of participation in science learning environments (Brown & Ryoo, 2008; Calabrese Barton, 2003) have been well documented. Some of these studies highlight the need to understand the components of effective science classroom talk as a way to bridge everyday and scientific discourse practices, to engage students in the intellectual work of sense-making in science. The National Research Council ([NRC]; 2012) specifically named the everyday to scientific connections of science classroom discourse as a focus for work on science learning equity. Formative assessment practices in science classrooms may provide an entree for teachers to improve their connections between everyday and science classroom discourses (Black & Wiliam, 1998b). In this study I examined science classroom conversations during formative assessment discussions in 10th grade biology contexts to determine where opportunities might exist to improve science learning. I engaged a theoretical framework focused on discourse (Gee, 2012) and classroom talk (Michaels, O'Connor, & Resnick, 2008) to socially situate student-teacher interactions in a community of learners (Rogoff, 1994). I used qualitative analysis (Gee, 2011; Carspecken, 1996) to locate patterns of talk during whole class and small group discussions of two science teachers, Robyn and Lisa, as they engaged in a two-year professional development focused on formative assessment. Both teachers' classroom conversation practices showed a number of opportunities to promote equity. Robyn and Lisa used common formative assessment tools to reorganize the way that students participated in their classroom conversations, allowing students individual thinking time prior to classroom talk. While Robyn often expanded reasoning herself, Lisa tended to press students for reasoning instead. Robyn and Lisa linked everyday to scientific language in their classrooms. Additionally, Lisa built on students' everyday experiences in her talk with students. Both teachers framed students' science ideas as misconceptions, however, Robyn did this more often than Lisa. Finally, this study suggested ways in which teachers may be further supported to increase these practices.

The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

ERIC Educational Resources Information Center

Sullivan, Dennis D.

2016-01-01

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

Theoretical Framework for Educational Assessment: A Synoptic Review

ERIC Educational Resources Information Center

Ghaicha, Abdallah

2016-01-01

At this age of accountability, it is acknowledged that assessment is a powerful lever that can either boost or undermine students' learning. Hitherto, much of the regular institutional and instructional practices show that assessments remain inhibitory or void rather than constructive as these lack the assessment formative aspect. This denotes…

Integrating formative assessment and participatory research: Building healthier communities in the CHILE Project

PubMed Central

Sussman, Andrew L.; Davis, Sally

2013-01-01

Background The need to conduct formative assessment to inform the development of interventional studies has been increasingly recognized in community-based health research. While this purpose alone may provide sufficient justification to conduct formative assessment, researchers are also recognizing the importance of such efforts with regard to partnership building. Purpose This article reports a formative assessment process in a large scale randomized controlled trial in New Mexico aimed at preventing obesity in rural American Indian and Hispanic children in Head Start programs. Methods We interviewed Head Start staff and conducted observations to understand the context of food service and physical activity in these sites. We also collected data from other community partners, including grocery store managers and primary care providers, to assess appropriate strategies regarding their engagement in the study. Results Formative assessment findings helped modify the planned intervention while allowing for variation relevant to cultural and Head Start organizational conditions in each community. Rather than view formative assessment only as a planning phase of the research, our experience illustrates the need to conceptualize these activities more broadly. Discussion Integrating formative assessment and participatory research raises the need to address the challenge of ensuring standardization and consistency across varied community settings, the evolving nature of initial formative relationships and the need to build trust in academic/community partnerships. Translation to Health Education Practice In our work with American Indian and Hispanic communities in New Mexico, formative assessment represents a partnership building opportunity. PMID:23745177

Use of a Tier 3 Evidence-Based Intervention with Progress Monitoring, Formative Assessment, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement

ERIC Educational Resources Information Center

McMasters, Angela B.

2011-01-01

Early identification and intervention for students at risk for reading failure is essential to establish the foundational skills necessary for students to become skilled readers. The focus on evidence-based practices and data-driven decision making leads educators to consider additional instructional approaches, such as formative assessment (FA)…

Teacher coaching supported by formative assessment for improving classroom practices.

PubMed

Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

ADAP: A Divorce Assessment Proposal.

ERIC Educational Resources Information Center

Ferreiro, Beverly Webster; And Others

1986-01-01

Proposed guidelines for mental health clinicians in assessing clients' divorce-related concerns. Current empirical information on factors affecting individual and family adjustment after divorce is organized into a practical format for clinical application. Details a comprehensive assessment that will help the clinician to understand the client's…

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Judicial case management and the custody and access assessment: melding the approaches.

PubMed

Leverette, J; Crowe, T; Wenglensky, R; Dunbar, M

1997-08-01

The presence of the Unified Family Court, with procedures emphasizing judicial case management and settlement in custody disputes, provided an opportunity to combine these practices with those of a university hospital-based family court clinic experienced in the provision of custody assessments. Specifically, a process integrating the clinical custody assessment with the work of counsel and court procedures was developed. This format, incorporating the preparation of a clinical settlement conference brief, was then evaluated with emphasis on time management, outcome in relation to settlement or trial, and the effect of clinical assessment at critical points in the combined endeavour. Seventy-two judicial referrals conducted using this format were reviewed. To assess efficiency, we determined time intervals to various points in the process and compared them to previous local practice. Settlement rates, recorded incrementally to mark each component's contribution, were compared with rates noted in the literature. Assessment functions were identified according to the point of resolution of the dispute and in a manner to facilitate comparison with previously published work. The format resulted in 50% of cases settling without trial in under 5 months, a minimum settlement rate of 50%, and confirmed the ability of clinical assessment to contribute flexibly to dispute resolution in several conciliation venues and at trial. Combining legal and mental health efforts can results in more efficient use of resources and a substantial diversion of cases from continuing litigation. While altering the process of clinical assessments enhances such findings, further work is required to assure appropriate selection criteria for various intervention formats.

Formative Evaluation of the ACSC Distance Learning Program: A Status Study.

ERIC Educational Resources Information Center

MacCuish, Donald A.

2001-01-01

Describes a formative evaluation of the Air Command and Staff College (ACSC) distance learning program, which offers professional military education (PME). Highlights include use of the status study methodology; curriculum development; course design; learning theories; instructional systems design; best practices; and student assessment. (LRW)

Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats.

PubMed

Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

2017-02-25

Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

Learning Theories and Assessment Methodologies--An Engineering Educational Perspective

ERIC Educational Resources Information Center

Hassan, O. A. B.

2011-01-01

This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational…

Triangulating Assessment of Online Collaborative Learning

ERIC Educational Resources Information Center

Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 25, Issue 3, May-June 2013

ERIC Educational Resources Information Center

Banta, Trudy W., Ed.

2013-01-01

This issue of "Assessment Update" presents the following articles: (1) Launching E-Portfolios: An Organic Process; (2) Editor's Notes: Envisioning Learning; (3) Promoting Student Affairs Buy-In for Assessment: Lessons Learned; (4) Working at Assessment; (5) Making the Case for Formative Assessment: How It Improves Student Engagement and…

Assessment "as" Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice

ERIC Educational Resources Information Center

Dann, Ruth

2014-01-01

This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment "as" learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage…

Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.

2016-01-01

The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…

Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns

ERIC Educational Resources Information Center

Jessop, Tansy; McNab, Nicole; Gubby, Laura

2012-01-01

This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure…

Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking

NASA Astrophysics Data System (ADS)

Seaton, Katherine A.

2013-10-01

This article presents an informed reflection on the evolution of teacher-to-learner feedback provided on written assignments in first-year university mathematics subjects. The feedback provided addresses not only mathematical accuracy and skills, but also the development of graduate attributes, such as discipline-appropriate written communication. Effective and efficient practices that have been collectively refined and enhanced, for more than a decade, are described and examined. This model for formative assessment in mathematics subjects is critiqued in the light of the scholarly literature on feedback and assessment.

Balancing Formative and Summative Science Assessment Practices: Year One of the GenScope Assessment Project.

ERIC Educational Resources Information Center

Hickey, Daniel T.; Kruger, Ann Cale; Fredrick, Laura D.; Schafer, Nancy Jo; Kindfield, Ann C. H.

This paper describes the GenScope Assessment Project, a project that is exploring ways of using multimedia computers to teach complex science content, refining sociocultural views of assessment and motivation, and considering different ways of reconciling the differences between these newer views and prior behavioral and cognitive views. The…

Quantification of biofilm in microtiter plates: overview of testing conditions and practical recommendations for assessment of biofilm production by staphylococci.

PubMed

Stepanović, Srdjan; Vuković, Dragana; Hola, Veronika; Di Bonaventura, Giovanni; Djukić, Slobodanka; Cirković, Ivana; Ruzicka, Filip

2007-08-01

The details of all steps involved in the quantification of biofilm formation in microtiter plates are described. The presented protocol incorporates information on assessment of biofilm production by staphylococci, gained both by direct experience as well as by analysis of methods for assaying biofilm production. The obtained results should simplify quantification of biofilm formation in microtiter plates, and make it more reliable and comparable among different laboratories.

Using Student-Generated Instructional Materials in an e-Homework Platform

ERIC Educational Resources Information Center

Zurcher, Danielle M.; Phadke, Sameer; Coppola, Brian P.; McNeil, Anne J.

2016-01-01

Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that…

Using Summative and Formative Assessments to Evaluate EFL Teachers' Teaching Performance

ERIC Educational Resources Information Center

Wei, Wei

2015-01-01

Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers' teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in…

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship.

PubMed

Johnson, Jessica L; Chauvin, Sheila

2016-12-25

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda's framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship

PubMed Central

Chauvin, Sheila

2016-01-01

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development. PMID:28179721

The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam: A Preliminary Psychometric Assessment

ERIC Educational Resources Information Center

Montgomery, Gregory P. J.; Crockford, David N.; Hecker, Kent

2010-01-01

Objective: The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam is a formative exam for Canadian psychiatric residents that was reconstructed using assessment best practices. An assessment of psychometric properties was subsequently performed on the exam to ensure preliminary validity and reliability. Methods: An exam…

Using Technology to Facilitate Effective Assessment for Learning and Feedback in Higher Education

ERIC Educational Resources Information Center

Deeley, Susan J.

2018-01-01

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for…

Continuing education needs assessment of pharmacists in the United Arab Emirates.

PubMed

Hasan, Sanah

2009-12-01

The main objective of this study was to offer an insight on the issue of continuing education (CE) in the UAE and to determine the type and format of CE pharmacists in this country prefer to attend and consider most effective. A multi-theme survey was developed to find the reasons pharmacists choose to attend different CE programs, the survey assessed continuing education needs and preferences of pharmacists. Survey items included the types of formats and topics pharmacists prefer to attend and think are most useful to enhance their knowledge and skill. Finally the survey explored some barriers pharmacists conceive as such to attending effective CE. One hundred thirty-two surveys were included in this study, the vast majority of the participants were bachelor's degree holders who were 40 years and younger. The participant's main types of employment were marketing and hospital practice. Pharmacists' preferences as for the format and topic type for programs they would like to attend were identified and compared to other practice settings. Barriers to attending effective CE programs were also elicited. Interactive workshops were recognized as the most favorable format for CE in this study, computer and internet-based formats were also ranked highly by participants followed by live-in person and printed material-based programs. Topics covering innovations in pharmacy practice and disease management were at the top of priorities for pharmacists who would also like to see more certificate programs be offered to them.

Effect of online formative assessment on summative performance in integrated musculoskeletal system module.

PubMed

Mitra, Nilesh Kumar; Barua, Ankur

2015-03-03

The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback. This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module. In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C. The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.

How we tackled the problem of assessing humanities, social and behavioural sciences in medical education.

PubMed

Goodwin, Dawn; Machin, Laura

2016-01-01

Assessment serves as an important motivation for learning. However, multiple choice and short answer question formats are often considered unsatisfactory for assessment of medical humanities, and the social and behavioural sciences. Little consensus exists as to what might constitute 'best' assessment practice. What we did: We designed an assessment format closely aligned to the curricular approach of problem-based learning which allows for greater assessment of students' understanding, depth of knowledge and interpretation, rather than recall of rote learning. The educational impact of scenario-based assessment has been profound. Students reported changing their approach to PBL, independent learning and exam preparation by taking a less reductionist, more interpretative approach to the topics studied.

Aligning Assessments for COSMA Accreditation

ERIC Educational Resources Information Center

Laird, Curt; Johnson, Dennis A.; Alderman, Heather

2015-01-01

Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

An Alternative Grading Tool for Enhancing Assessment Practice and Quality Assurance in Higher Education

ERIC Educational Resources Information Center

Grainger, Peter; Weir, Katie

2016-01-01

Assessing student learning in university courses is commonly done using a rubric that arranges the assessment criteria and standards descriptors in a matrix style or grid format. This paper introduces an alternative style of grading tool known as the continua model of a guide to making judgements, which arranges assessment criteria based on a…

Focus on the Essentials of Reading Instruction

ERIC Educational Resources Information Center

Frager, Alan M.; Frye, Elizabeth A.

2010-01-01

The reading instruction of beginning teachers needs to be assessed according to the teacher's use of practices that work. Therefore, a rubric that specifically looks for best practices is presented to be used in both formative and summative evaluations of beginning teachers' reading instruction. The criteria are based on the vision of a highly…

A Historical Investigation into Item Formats of ACS Exams and Their Relationships to Science Practices

ERIC Educational Resources Information Center

Brandriet, Alexandra; Reed, Jessica J.; Holme, Thomas

2015-01-01

The release of the "NRC Framework for K-12 Science Education" and the "Next Generation Science Standards" has important implications for classroom teaching and assessment. Of particular interest is the implementation of science practices in the chemistry classroom, and the definitions established by the NRC makes these…

Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam

2017-01-01

This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the…

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

ERIC Educational Resources Information Center

Demirci, Cavide; Düzenli, Halil

2017-01-01

Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

Using Focus Groups to Investigate the Presence of Formative Feedback in CAA

ERIC Educational Resources Information Center

Broughton, Stephen; Hernandez-Martinez, Paul; Robinson, Carol L.

2012-01-01

The aim of this project was to examine the effectiveness of feedback offered by computer-aided assessment (CAA). CAA provides practice tests for undergraduates, and feedback to help them improve their scores and mathematical understanding. However, there is a lack of evidence-based literature on the effect of formative feedback in mathematics…

From the teachers' eyes: An ethnographic-case study on developing models of Informal Formative Assessments (IFA) and understanding the challenges to effective implementation in science classrooms

NASA Astrophysics Data System (ADS)

Sezen, Asli

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning in classrooms. This study focuses on teachers' use of "Informal Formative Assessments (IFA)" aimed at improving students' learning and teachers' frequent recognition of students' learning process. The study was designed as an ethnographic case study of four middle school teachers and their students at a local charter school. The data of the study included (a) teachers' responses to history of teaching questionnaire (b) video and audio records of teachers' assessment practices during two different scientific projects (c) video and audio records of ethnographic interviews with teachers during their reflections on their practices, and (d) field notes taken by the researcher to understand the assessment culture of the school. The analytical tools from sociolinguistics (e.g., transcripts and event maps) were prepared and discourse analysis based in an ethnographic perspective was used to analyze the data. Moreover, Cultural-Historical Activity Theory (CHAT) was also introduced as an alternative data analysis framework for understanding the role of division of labor among the elements of the community on the challenges and the outcomes of IFA practices. The findings from the analysis of the classroom discourse showed three different types of IFA cycles: connected, non-connected, and repeating. The analysis of the teachers' reflections showed that the effectiveness of these cycles did not only depend on whether the cycles were connected, but also on other variables such as the phase of the lessons and student's identities and abilities. Teachers' reflections during researcher-teacher meetings on the concept and the aims of IFA improved through the use of academic literature on IFA and video-cases of their own practice. Teachers also reflected on the challenges for effective implementations of IFA and they emphasized challenges due to the division of labor among the classroom participants and the open nature of scientific knowledge. Through participation in the study, the teachers helped develop an IFA model for middle school science classrooms designed to capture the complex nature of teacher-student interaction. This model can be used for further analysis of IFA activity and professional development activities focused on assessment practices.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

ERIC Educational Resources Information Center

Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes.…

Are You Ready to Assess Social and Emotional Development? SEL Solutions Decision Tree

ERIC Educational Resources Information Center

American Institutes for Research, 2015

2015-01-01

Deciding whether and how to use assessments to evaluate students' social and emotional (SE) knowledge, attitudes, and skills requires the development and critical appraisal of an assessment plan. At the state, district, and school levels, education leaders and staff can benefit from reviewing best practices and using a structured format to arrive…

Application of The APA Practice Guidelines on Suicide to Clinical Practice.

PubMed

Jacobs, Douglas G; Brewer, Margaret L

2006-06-01

This article presents charts from The American Psychiatric Association Practice Guideline for the Assessment and Treatment of Patients with Suicidal Behaviors, part of the Practice Guidelines for the Treatment of Psychiatric Disorders Compendium, and a summary of the assessment information in a format that can be used in routine clinical practice. Four steps in the assessment process are presented: the use of a thorough psychiatric examination to obtain information about the patient's current presentation, history, diagnosis, and to recognize suicide risk factors therein; the necessity of asking very specific questions about suicidal ideation, intent, plans, and attempts; the process of making an estimation of the patient's level of suicide risk is explained; and the use of modifiable risk and protective factors as the basis for treatment planning is demonstrated. Case reports are used to clarify use of each step in this process.

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

How well do final year undergraduate medical students master practical clinical skills?

PubMed Central

Störmann, Sylvère; Stankiewicz, Melanie; Raes, Patricia; Berchtold, Christina; Kosanke, Yvonne; Illes, Gabrielle; Loose, Peter; Angstwurm, Matthias W.

2016-01-01

Introduction: The clinical examination and other practical clinical skills are fundamental to guide diagnosis and therapy. The teaching of such practical skills has gained significance through legislative changes and adjustments of the curricula of medical schools in Germany. We sought to find out how well final year undergraduate medical students master practical clinical skills. Methods: We conducted a formative 4-station objective structured clinical examination (OSCE) focused on practical clinical skills during the final year of undergraduate medical education. Participation was voluntary. Besides the examination of heart, lungs, abdomen, vascular system, lymphatic system as well as the neurological, endocrinological or orthopaedic examination we assessed other basic clinical skills (e.g. interpretation of an ECG, reading a chest X-ray). Participants filled-out a questionnaire prior to the exam, inter alia to give an estimate of their performance. Results: 214 final year students participated in our study and achieved a mean score of 72.8% of the total score obtainable. 9.3% of participants (n=20) scored insufficiently (<60%). We found no influence of sex, prior training in healthcare or place of study on performance. Only one third of the students correctly estimated their performance (35.3%), whereas 30.0% and 18.8% over-estimated their performance by 10% and 20% respectively. Discussion: Final year undergraduate medical students demonstrate considerable deficits performing practical clinical skills in the context of a formative assessment. Half of the students over-estimate their own performance. We recommend an institutionalised and frequent assessment of practical clinical skills during undergraduate medical education, especially in the final year. PMID:27579358

Educational Assessment of Students in Primary School in Tunisia

ERIC Educational Resources Information Center

Khalifa, Wiem Ben; Souilem, Dalila; Neji, Mahmoud

2017-01-01

Regardless of the study level, the assessments applied in the different educational institutions in Tunisia raise many questions. Do these practices indicate the learners' cognitive metamorphoses? Do formative and summative evaluations intend to access knowledge acquisition at the expense of understanding? Is the content of the evaluation…

Keeping a Step Ahead: formative phase of a workplace intervention trial to prevent obesity.

PubMed

Zapka, Jane; Lemon, Stephenie C; Estabrook, Barbara B; Jolicoeur, Denise G

2007-11-01

Ecological interventions hold promise for promoting overweight and obesity prevention in worksites. Given the paucity of evaluative research in the hospital worksite setting, considerable formative work is required for successful implementation and evaluation. This paper describes the formative phases of Step Ahead, a site-randomized controlled trial of a multilevel intervention that promotes physical activity and healthy eating in six hospitals in central Massachusetts. The purpose of the formative research phase was to increase the feasibility, effectiveness, and likelihood of sustainability of the intervention. The Step Ahead ecological intervention approach targets change at the organization, interpersonal work environment, and individual levels. The intervention was developed using fundamental steps of intervention mapping and important tenets of participatory research. Formative research methods were used to engage leadership support and assistance and to develop an intervention plan that is both theoretically and practically grounded. This report uses observational data, program minutes and reports, and process tracking data. Leadership involvement (key informant interviews and advisory boards), employee focus groups and advisory boards, and quantitative environmental assessments cultivated participation and support. Determining multiple foci of change and designing measurable objectives and generic assessment tools to document progress are complex challenges encountered in planning phases. Multilevel trials in diverse organizations require flexibility and balance of theory application and practice-based perspectives to affect impact and outcome objectives. Formative research is an essential component.

Anatomy Practical Examinations: How Does Student Performance on Computerized Evaluation Compare with the Traditional Format?

ERIC Educational Resources Information Center

Inuwa, Ibrahim Muhammad; Taranikanti, Varna; Al-Rawahy, Maimouna; Habbal, Omar

2012-01-01

Practical examinations in anatomy are usually conducted on specimens in the anatomy laboratory (referred to here as the "traditional" method). Recently, we have started to administer similar examinations online using the quiz facility in Moodle[TM]. In this study, we compare student scores between two assessment environments viz. online and…

How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education

ERIC Educational Resources Information Center

Crossouard, Barbara; Pryor, John

2012-01-01

The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss "theory" out of hand as belonging to the world of the "academic," abstracted from the "realities" of the classroom. This paper views theory as necessarily…

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

NASA Astrophysics Data System (ADS)

Nikolic, Sasha; Stirling, David; Ros, Montserrat

2018-07-01

Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice…

Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R

2013-12-01

Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability

ERIC Educational Resources Information Center

Hofman, Peter; Goodwin, Bryan; Kahl, Stuart

2015-01-01

These days, a growing chorus of parents, educators, and policymakers is voicing frustration and anger with top-down accountability and high-stakes testing. As members of two not-for-profit education organizations--one focused on assessment and the other on research and instructional practices--the authors find nothing wrong with testing itself;…

Early predictors of need for remediation in the Australian general practice training program: a retrospective cohort study.

PubMed

Magin, Parker; Stewart, Rebecca; Turnock, Allison; Tapley, Amanda; Holliday, Elizabeth; Cooling, Nick

2017-10-01

Underperforming trainees requiring remediation may threaten patient safety and are challenging for vocational training programs. Decisions to institute remediation are high-stakes-remediation being resource-intensive and emotionally demanding on trainees. Detection of underperformance requiring remediation is particularly problematic in general (family) practice. We sought to establish early-training assessment instruments predictive of general practice (GP) trainees' subsequently requiring formal remediation. We conducted a retrospective cohort study of trainees from a large Australian regionally-based GP training organization. The outcome factor was requirement for formal remediation. Independent variables were demographic factors and a range of formative assessments conducted immediately prior to or during early-stage training. Analyses employed univariate and multivariate logistic regression of each predictor assessment modality with the outcome, adjusting for potential confounders. Of 248 trainees, 26 (10.5 %) required formal remediation. Performance on the Colleague Feedback Evaluation Tool (entailing feedback from a trainee's clinical colleagues on clinical performance, communication and probity) and External Clinical Teaching Visits (half-day sessions of the trainee's clinical consultations observed directly by an experienced GP), along with non-Australian primary medical qualification, were significantly associated with requiring remediation. There was a non-significant trend for association with performance on the Doctors Interpersonal Skills Questionnaire (patient feedback on interpersonal elements of the consultation). There were no significant associations with entry-selection scores or formative exam or assessment scores. Our finding that 'in vivo' assessments of complex behaviour, but not 'in vitro' knowledge-based assessments, predict need for remediation is consistent with theoretical understanding of the nature of remediation decision-making and should inform remediation practice in GP vocational training.

Online formative assessments: exploring their educational value

PubMed Central

NAGANDLA, KAVITHA; SULAIHA, SHARIFAH; NALLIAH, SIVALINGAM

2018-01-01

Introduction: Online formative assessments (OFA’s) have been increasingly recognised in medical education as resources that promote self-directed learning. Formative assessments are used to support the self-directed learning of students. Online formative assessments have been identified to be less time consuming with automated feedback. This pilot study aimed to determine whether participation and performance in online formative assessments (OFA’s) had measurable effects on learning and evaluate the students’ experience of using the OFA’s in the department of Obstetrics and Gynaecology. Methods: This is a cross-sectional study conducted among fourth year medical students (n=92) during their seven week postings in Obstetrics and Gynaecology. Five sets of online formative assessments in the format of one best answers (OBA), Objective structured practical examination (OSPE) and Short answer question (SAQ) with feedback were delivered over five weeks through the online portal. The mean scores of the end of posting summative exam (EOP) of those who participated in the assessments (OFA users) and of those who did not (non-OFA users) were compared, using Students t test. The frequency of tool usage was analysed and satisfaction surveys were utilized at the end of the course by survey questionnaire using the five point Likert scale. Results: The mean scores of the students in end of posting summative examination marks for students who had participated in the online formative assessment (OFA users) and for those who had not (non OFA users) showed no significant difference in all the three components OBA, SAQ and OSPE (p=0.902, 0.633, 0.248). Majority of the students perceived that OFAs fulfilled the stated aims and objectives and so they would persuade their peers to participate in the OFAs. Conclusions: Online formative assessments are perceived as tools that promote self-directed learning, improved knowledge and tailor learning for individual learning needs and style. PMID:29607332

Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

ERIC Educational Resources Information Center

Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

2012-01-01

It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments…

Feedback on Individual Academic Presentations: Exploring Finnish University Students' Experiences and Preferences

ERIC Educational Resources Information Center

Károly, Adrienn

2015-01-01

With an increasing emphasis on measuring the outcomes of learning in higher education, assessment is gaining an ever more prominent role in curriculum design and development as well as in instructional practices. In formative assessment, feedback is regarded as a powerful pedagogical tool driving student engagement and deep learning. The efficacy…

Getting Assessment Right at the Classroom Level: Using Formative Assessment for Decision Making

ERIC Educational Resources Information Center

Curry, Katherine A.; Mwavita, Mwarumba; Holter, Alexandra; Harris, Ed

2016-01-01

Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide,…

Assessing the New Competencies for Resident Education: A Model from an Emergency Medicine Program.

ERIC Educational Resources Information Center

Reisdorff, Earl J.; Hayes, Oliver W.; Carlson, Dale J.; Walker, Gregory L.

2001-01-01

Based on the experience of Michigan State University's emergency medicine residency program, proposes a practical method for modifying an existing student evaluation format. The model provides a template other programs could use in assessing residents' acquisition of the knowledge, skills, and attitudes reflected in the six general competencies…

Using PeerWise to Develop a Contributing Student Pedagogy for Postgraduate Psychology

ERIC Educational Resources Information Center

McKenzie, Wendy; Roodenburg, John

2017-01-01

The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice…

Technology-Enhanced Formative Assessment of Plant Identification

ERIC Educational Resources Information Center

Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

2016-01-01

Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to…

A Computer-Supported Method to Reveal and Assess Personal Professional Theories in Vocational Education

ERIC Educational Resources Information Center

van den Bogaart, Antoine C. M.; Bilderbeek, Richel J. C.; Schaap, Harmen; Hummel, Hans G. K.; Kirschner, Paul A.

2016-01-01

This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical knowledge, values, norms and convictions that professionals use as a reference to interpret and acquire…

The effectiveness and feasibility of TREAT (Tailoring Research Evidence and Theory) journal clubs in allied health: a randomised controlled trial.

PubMed

Wenke, Rachel J; Thomas, Rae; Hughes, Ian; Mickan, Sharon

2018-05-09

Journal clubs (JC) may increase clinicians' evidence-based practice (EBP) skills and facilitate evidence uptake in clinical practice, however there is a lack of research into their effectiveness in allied health. We investigated the effectiveness of a structured JC that is Tailored According to Research Evidence And Theory (TREAT) in improving EBP skills and practice compared to a standard JC format for allied health professionals. Concurrently, we explored the feasibility of implementing TREAT JCs in a healthcare setting, by evaluating participating clinicians' perceptions and satisfaction. We conducted an explanatory mixed methods study involving a cluster randomised controlled trial with a nested focus group for the intervention participants. Nine JCs with 126 allied health participants were randomly allocated to receive either the TREAT or standard JC format for 1 h/month for 6 months. We conducted pre-post measures of EBP skills and attitudes using the EBP questionnaire and Assessing Competence in Evidence-Based Medicine tool and a tailored satisfaction and practice change questionnaire. Post-intervention, we also conducted a focus group with TREAT participants to explore their perceptions of the format. There were no significant differences between JC formats in EBP skills, knowledge or attitudes or influence on clinical practice, with participants maintaining intermediate level skills across time points. Participants reported significantly greater satisfaction with the organisation of the TREAT format. Participants in both groups reported positive changes to clinical practice. Perceived outcomes to the TREAT format and facilitating mechanisms were identified including the use of an academic facilitator, group appraisal approach and consistent appraisal tools which assisted skill development and engagement. It is feasible to implement an evidence-based JC for allied health clinicians. While clinicians were more satisfied with the TREAT format, it did not significantly improve their EBP skills, attitudes, knowledge and/or practice, when compared to the standard format. The use of an academic facilitator, group based critical appraisal, and the consistent use of appraisal tools were perceived as useful components of the JC format. A structured JC may maintain EBP skills in allied health clinicians and facilitate engagement, however additional training may be required to further enhance EBP skills. ACTRN12616000811404 Retrospectively registered 21 June 2016.

Milestone-compatible neurology resident assessments: A role for observable practice activities.

PubMed

Jones, Lyell K; Dimberg, Elliot L; Boes, Christopher J; Eggers, Scott D Z; Dodick, David W; Cutsforth-Gregory, Jeremy K; Leep Hunderfund, Andrea N; Capobianco, David J

2015-06-02

Beginning in 2014, US neurology residency programs were required to report each trainee's educational progression within 29 neurology Milestone competency domains. Trainee assessment systems will need to be adapted to inform these requirements. The primary aims of this study were to validate neurology resident assessment content using observable practice activities (OPAs) and to develop assessment formats easily translated to the Neurology Milestones. A modified Delphi technique was used to establish consensus perceptions of importance of 73 neurology OPAs among neurology educators and trainees at 3 neurology residency programs. A content validity score (CVS) was derived for each neurology OPA, with scores ≥4.0 determined in advance to indicate sufficient content validity. The mean CVS for all OPAs was 4.4 (range 3.5-5.0). Fifty-seven (78%) OPAs had a CVS ≥4.0, leaving 16 (22%) below the pre-established threshold for content validity. Trainees assigned a higher importance to individual OPAs (mean CVS 4.6) compared to faculty (mean 4.4, p = 0.016), but the effect size was small (η(2) = 0.10). There was no demonstrated effect of length of education experience on perceived importance of neurology OPAs (p = 0.23). Two sample resident assessment formats were developed, one using neurology OPAs alone and another using a combination of neurology OPAs and the Neurology Milestones. This study provides neurology training programs with content validity evidence for items to include in resident assessments, and sample assessment formats that directly translate to the Neurology Milestones. Length of education experience has little effect on perceptions of neurology OPA importance. © 2015 American Academy of Neurology.

Eliciting, Identifying, Interpreting, and Responding to Students' Ideas: Teacher Candidates' Growth in Formative Assessment Practices

NASA Astrophysics Data System (ADS)

Gotwals, Amelia Wenk; Birmingham, Daniel

2016-06-01

With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used to support all students in learning science successfully. This study follows seven secondary science teacher candidates in a yearlong practice-based methods course. Course assignments (i.e., plans for and reflections on teaching) as well as teaching videos were analyzed using a recursive qualitative approach. In this paper, we present themes and patterns in teacher candidates' abilities to elicit, identify, interpret, and respond to students' ideas. Specifically, we found that those teacher candidates who grew in the ways in which they elicited students' ideas from fall to spring were also those who were able to adopt a more balanced reflection approach (considering both teacher and student moves). However, we found that even the teacher candidates who grew in these practices did not move toward seeing students' ideas as nuanced; rather, they saw students' ideas in a dichotomous fashion: right or wrong. We discuss implications for teacher preparation, specifically for how to promote productive reflection and tools for better understanding students' ideas.

The Potential of Elicited Imitation for Oral Output Practice in German L2

ERIC Educational Resources Information Center

Cornillie, Frederik; Baten, Kristof; De Hertog, Dirk

2017-01-01

This paper reports on the potential of Oral Elicited Imitation (OEI) as a format for output practice, building on an analysis of picture-matching and spoken data collected from 36 university-level learners of German as a second language (L2) in a web-based assessment task inspired by Input Processing (VanPatten, 2004). The design and development…

Secondary Math Instructional Practices, Academic Optimism, Instructional Leadership, and Receptivity to Curricular Change in Schools with High and Low Mathematics Mastery and Poverty

ERIC Educational Resources Information Center

Kennedy, Scott J.

2014-01-01

The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…

Teacher Learning of Technology Enhanced Formative Assessment

NASA Astrophysics Data System (ADS)

Feldman, Allan; Capobianco, Brenda M.

2008-02-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.

Technology-Enhanced Formative Assessment of Plant Identification

NASA Astrophysics Data System (ADS)

Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

2016-04-01

Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student's location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students' responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students' perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students' attitudes towards the system were very positive.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Assessing and managing breast cancer risk: clinicians' current practice and future needs.

PubMed

Collins, Ian M; Steel, Emma; Mann, G Bruce; Emery, Jon D; Bickerstaffe, Adrian; Trainer, Alison; Butow, Phyllis; Pirotta, Marie; Antoniou, Antonis C; Cuzick, Jack; Hopper, John; Phillips, Kelly-Anne; Keogh, Louise A

2014-10-01

Decision support tools for the assessment and management of breast cancer risk may improve uptake of prevention strategies. End-user input in the design of such tools is critical to increase clinical use. Before developing such a computerized tool, we examined clinicians' practice and future needs. Twelve breast surgeons, 12 primary care physicians and 5 practice nurses participated in 4 focus groups. These were recorded, coded, and analyzed to identify key themes. Participants identified difficulties assessing risk, including a lack of available tools to standardize practice. Most expressed confidence identifying women at potentially high risk, but not moderate risk. Participants felt a tool could especially reassure young women at average risk. Desirable features included: evidence-based, accessible (e.g. web-based), and displaying absolute (not relative) risks in multiple formats. The potential to create anxiety was a concern. Development of future tools should address these issues to optimize translation of knowledge into clinical practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

KEEPING A STEP AHEAD - FORMATIVE PHASE OF A WORKPLACE INTERVENTION TRIAL TO PREVENT OBESITY

PubMed Central

Zapka, Jane; Lemon, Stephenie C.; Estabrook, Barbara B.; Jolicoeur, Denise G.

2008-01-01

Background Ecological interventions hold promise for promoting overweight and obesity prevention in worksites. Given the paucity of evaluative research in the hospital worksite setting, considerable formative work is required for successful implementation and evaluation. Purpose This paper describes the formative phases of Step Ahead, a site-randomized controlled trial of a multi-level intervention that promotes physical activity and healthy eating in 6 hospitals in central Massachusetts. The purpose of the formative research phase was to increase the feasibility, effectiveness and likelihood of sustainability of the intervention. Design and Procedures The Step Ahead ecological intervention approach targets change at the organization, the interpersonal work environment and the individual levels. The intervention was developed using fundamental steps of intervention mapping and important tenets of participatory research. Formative research methods were used to engage leadership support and assistance and to develop an intervention plan that is both theoretically and practically grounded. This report uses observational data, program minutes and reports, and process tracking data. Developmental Strategies and Observations Leadership involvement (key informant interviews and advisory boards), employee focus groups and advisory boards, and quantitative environmental assessments cultivated participation and support. Determining multiple foci of change and designing measurable objectives and generic assessment tools to document progress are complex challenges encountered in planning phases. Lessons Learned Multi-level trials in diverse organizations require flexibility and balance of theory application and practice-based perspectives to affect impact and outcome objectives. Formative research is an essential component. PMID:18073339

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

NASA Astrophysics Data System (ADS)

McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach used by teachers was to use the standards to write lesson plans and objectives and then to plan assessments based on these teacher-constructed objectives. Questionnaire data indicated that the three factors having the most influence on teachers' selection or construction of a particular type of assessment were: (a) how students learn, (b) alignment with state/district standards, and (c) purpose for assessment.

Assessing student critical thinking through online discussions.

PubMed

Leppa, Carol J

2004-01-01

Critical thinking is integral to nursing practice and education. The introduction of Internet-based and Internet-assisted instruction provides an opportunity to explore critical thinking with nursing students in a new format. The author reports on a hybrid or blended Internet-assisted course structure that incorporates online discussion and a new method for assessing student critical thinking.

Multiple-Choice Question Tests: A Convenient, Flexible and Effective Learning Tool? A Case Study

ERIC Educational Resources Information Center

Douglas, Mercedes; Wilson, Juliette; Ennis, Sean

2012-01-01

The research presented in this paper is part of a project investigating assessment practices, funded by the Scottish Funding Council. Using established principles of good assessment and feedback, the use of online formative and summative multiple choice tests (MCT's) was piloted to support independent and self-directed learning and improve…

Shared Video Media and Blogging Online: Educational Technologies for Enhancing Formative E-Assessment?

ERIC Educational Resources Information Center

Olofsson, Anders D.; Lindberg, J. Ola; Stodberg, Ulf

2011-01-01

Purpose: The purpose of this paper is to provide an understanding of students' meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own, and their co-students' performances, presented online through shared video media. Design/methodology/approach: The research relies on qualitative data to…

Using Out-of-Level Items in Computerized Adaptive Testing

ERIC Educational Resources Information Center

Wei, Hua; Lin, Jie

2015-01-01

Out-of-level testing refers to the practice of assessing a student with a test that is intended for students at a higher or lower grade level. Although the appropriateness of out-of-level testing for accountability purposes has been questioned by educators and policymakers, incorporating out-of-level items in formative assessments for accurate…

Developing Rubrics to Assess Complex (Generic) Skills in the Classroom: How to Distinguish Skills' Mastery Levels?

ERIC Educational Resources Information Center

Rusman, Ellen; Dirkx, Kim

2017-01-01

Many schools use analytic rubrics to (formatively) assess complex, generic or transversal (21st century) skills, such as collaborating and presenting. In rubrics, performance indicators on different levels of mastering a skill (e.g., novice, practiced, advanced, talented) are described. However, the dimensions used to describe the different…

Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

ERIC Educational Resources Information Center

Glover, Todd A.; Reddy, Linda A.; Kettler, Ryan J.; Kunz, Alexander; Lekwa, Adam J.

2016-01-01

The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. Summative achievement data used for high-stakes accountability decisions are collected too late in the school year to inform instruction. This is especially problematic…

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

PubMed

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Developing a professional approach to work-based assessments in rheumatology.

PubMed

Haines, Catherine; Dennick, Reg; da Silva, José António P

2013-04-01

This chapter discusses how doctors in key European countries develop and maintain professional standards of clinical knowledge in their specialism, rheumatology, with particular reference to how they are assessed in the workplace. The authors discuss key educational theories related to learning and assessment, including experiential learning, reflective practice, how formative and summative assessments drive experiential learning and the essential principles of reliability and validity. This chapter also considers the challenge of ensuring that professional attitudes towards assessment and reflective practice are developed alongside cognitive and practical skills, with reference to current frameworks, including the UK and North America. The chapter lists, describes and explains the main summative assessments used in postgraduate medicine in the UK. We advocate the development of the professional reflective-practitioner attitude as the best way of approaching the range of work-based assessments that trainees need to engage in. Our account concludes by briefly discussing the barriers that may impede professional approaches to assessing competence in rheumatology. A summary states how individual practitioners may contribute to a more effective process in their roles as assessors and trainees. Copyright © 2013. Published by Elsevier Ltd.

Assessment approaches in massive open online courses: Possibilities, challenges and future directions

NASA Astrophysics Data System (ADS)

Xiong, Yao; Suen, Hoi K.

2018-03-01

The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

Applying Item Response Theory methods to design a learning progression-based science assessment

NASA Astrophysics Data System (ADS)

Chen, Jing

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

Near-optimal reconfiguration and maintenance of close spacecraft formations.

PubMed

Lovell, T A; Tragesser, S G

2004-05-01

This paper investigates orbit guidance algorithms for formation flying experiments. The relative motion of one satellite about a reference satellite is formulated in terms of a set of parameters that clearly describe the size, shape, and orientation of the formation. A nominal three-impulse burn maneuver algorithm is presented that is applicable for both reconfiguration and maintenance of spacecraft formations. Two methods of implementing the algorithm are discussed, one involving fixed times between each burn and one allowing the wait times to vary. The implications of employing four or more impulses for maneuvers are assessed. Examples applying the algorithm to various formation scenarios are presented, along with practical implications of each result.

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes

NASA Astrophysics Data System (ADS)

Frank, Brian; Simper, Natalie; Kaupp, James

2018-07-01

This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to develop problem solving, communications, teamwork, modelling, and professional skills. Since then, formative feedback has been incorporated into: task and process-level feedback on scaffolded tasks in-class, formative assignments, and post-assignment review. Development in complex problem solving and modelling has been assessed through analysis of responses from student surveys, direct criterion-referenced assessment of course outcomes from 2013 to 2015, and an external longitudinal study. The findings suggest that students are improving in outcomes related to complex problem solving over the duration of the course. Most notably, the addition of new feedback and scaffolding coincided with improved student performance.

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

Primary School Teachers’ Assessment Profiles in Mathematics Education

PubMed Central

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice. PMID:24466255

Primary school teachers' assessment profiles in mathematics education.

PubMed

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.

Summative and Formative Assessment in Medicine: The Experience of an Anaesthesia Trainee

ERIC Educational Resources Information Center

O'Shaughnessy, Sinead M.; Joyce, Pauline

2015-01-01

The practice of medicine is becoming increasingly onerous for doctors, with growing demands coming from both patients and peers. Therefore, we need to equip doctors of the future with the appropriate skills to negotiate a very complex environment. Assessment should be central to this goal with a renewed focus on a more rounded examination process.…

Keeping Learning on Track: A Case-Study of Formative Assessment Practice and Its Impact on Learning in Meridian School District

ERIC Educational Resources Information Center

Thum, Y. M.; Tarasawa, B.; Hegedus, A.; Yun, X.; Bowe, B.

2015-01-01

In partnership with Joint School District 2 in Meridian, Idaho, this theory-driven study assessed the impact of Keeping Learning on Track® (KLT™), a professional development program pioneered by Dylan Wiliam and his colleagues at the Educational Testing Service (ETS). A team of Northwest Evaluation Association™ (NWEA™) researchers surveyed…

Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd through 12th Grade Classrooms: A Meta-Analysis

ERIC Educational Resources Information Center

Sanchez, Carmen E.; Atkinson, Kayla M.; Koenka, Alison C.; Moshontz, Hannah; Cooper, Harris

2017-01-01

The "assessment 'for' learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through…

Evaluation of Clinical Reasoning in Basic Emergencies Using a Script Concordance Test

PubMed Central

Charlin, Bernard; Vanpee, Dominique

2010-01-01

Objectives To develop and assess the reliability of a script concordance test (SCT) to evaluate pharmacy students' clinical reasoning when facing basic emergency situations. Design A first aid course was designed that consisted of 8 weekly instructional sessions (4 on internal medicine, including life threatening situations; 2 on pediatrics; and 2 on trauma) in which the instructor presented case studies in a small-group format. In the first and final sessions of the course, a practice SCT was administered to familiarize students with the test format. Assessment A 66-question SCT examination was administered to the 68 third-year pharmacy students enrolled in the first aid course. The students' mean score was 68.5% ± 9.8% and panel members' mean score was 86.5% ± 4.2%. Twenty students were selected randomly to complete a course survey and 85% indicated they were satisfied with using the SCT. Conclusions A first aid SCT was found to be both a practical and reliable testing instrument for assessing the clinical reasoning of pharmacy students in basic emergency situations. PMID:21436943

Robustness of 40 Gb/s ASK modulation formats in the practical system infrastructure

NASA Astrophysics Data System (ADS)

Pincemin, Erwan; Tan, Antoine; Bezard, Aude; Tonello, Alessandro; Wabnitz, Stefano; Ania-Castañòn, Juan-Diego; Turitsyn, Sergei

2006-12-01

In this work, we theoretically and experimentally analyzed the resilience of 40 Gb/s amplitude shift keying modulation formats to transmission impairments in standard single-mode fiber lines as well as to optical filtering introduced by the optical add/drop multiplexer cascade. Our study is a pre-requisite to assess the implementation of cost-effective 40 Gb/s modulation technology in next generation high bit-rate robust optical transport networks.

The dialysis orders objective structured clinical examination (OSCE): a formative assessment for nephrology fellows.

PubMed

Prince, Lisa K; Campbell, Ruth C; Gao, Sam W; Kendrick, Jessica; Lebrun, Christopher J; Little, Dustin J; Mahoney, David L; Maursetter, Laura A; Nee, Robert; Saddler, Mark; Watson, Maura A; Yuan, Christina M

2018-04-01

Few quantitative nephrology-specific simulations assess fellow competency. We describe the development and initial validation of a formative objective structured clinical examination (OSCE) assessing fellow competence in ordering acute dialysis. The three test scenarios were acute continuous renal replacement therapy, chronic dialysis initiation in moderate uremia and acute dialysis in end-stage renal disease-associated hyperkalemia. The test committee included five academic nephrologists and four clinically practicing nephrologists outside of academia. There were 49 test items (58 points). A passing score was 46/58 points. No item had median relevance less than 'important'. The content validity index was 0.91. Ninety-five percent of positive-point items were easy-medium difficulty. Preliminary validation was by 10 board-certified volunteers, not test committee members, a median of 3.5 years from graduation. The mean score was 49 [95% confidence interval (CI) 46-51], κ = 0.68 (95% CI 0.59-0.77), Cronbach's α = 0.84. We subsequently administered the test to 25 fellows. The mean score was 44 (95% CI 43-45); 36% passed the test. Fellows scored significantly less than validators (P < 0.001). Of evidence-based questions, 72% were answered correctly by validators and 54% by fellows (P = 0.018). Fellows and validators scored least well on the acute hyperkalemia question. In self-assessing proficiency, 71% of fellows surveyed agreed or strongly agreed that the OSCE was useful. The OSCE may be used to formatively assess fellow proficiency in three common areas of acute dialysis practice. Further validation studies are in progress.

The importance of formative assessment in science and engineering ethics education: some evidence and practical advice.

PubMed

Keefer, Matthew W; Wilson, Sara E; Dankowicz, Harry; Loui, Michael C

2014-03-01

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students' case responses in computational modeling and research ethics.

Defining and assessing professional competence.

PubMed

Epstein, Ronald M; Hundert, Edward M

2002-01-09

Current assessment formats for physicians and trainees reliably test core knowledge and basic skills. However, they may underemphasize some important domains of professional medical practice, including interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into clinical practice. To propose a definition of professional competence, to review current means for assessing it, and to suggest new approaches to assessment. We searched the MEDLINE database from 1966 to 2001 and reference lists of relevant articles for English-language studies of reliability or validity of measures of competence of physicians, medical students, and residents. We excluded articles of a purely descriptive nature, duplicate reports, reviews, and opinions and position statements, which yielded 195 relevant citations. Data were abstracted by 1 of us (R.M.E.). Quality criteria for inclusion were broad, given the heterogeneity of interventions, complexity of outcome measures, and paucity of randomized or longitudinal study designs. We generated an inclusive definition of competence: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served. Aside from protecting the public and limiting access to advanced training, assessments should foster habits of learning and self-reflection and drive institutional change. Subjective, multiple-choice, and standardized patient assessments, although reliable, underemphasize important domains of professional competence: integration of knowledge and skills, context of care, information management, teamwork, health systems, and patient-physician relationships. Few assessments observe trainees in real-life situations, incorporate the perspectives of peers and patients, or use measures that predict clinical outcomes. In addition to assessments of basic skills, new formats that assess clinical reasoning, expert judgment, management of ambiguity, professionalism, time management, learning strategies, and teamwork promise a multidimensional assessment while maintaining adequate reliability and validity. Institutional support, reflection, and mentoring must accompany the development of assessment programs.

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

NASA Astrophysics Data System (ADS)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the comparative case studies demonstrating the application of the framework and what it reveals about the cognitive influences on teacher practice, and outline the resulting design implications for professional development. This research allows us to better understand the cognitive factors underlying classroom assessment in inquiry-based science, and to design professional development to support teachers engaging in these practices.

Assessment of anatomical knowledge: Approaches taken by higher education institutions.

PubMed

Choudhury, Bipasha; Freemont, Anthony

2017-04-01

Assessment serves the primary function of determining a student's competence in a subject. Several different assessment formats are available for assessing anatomical skills, knowledge and understanding and, as assessment can drive learning, a careful selection of assessments can help to engender the correct deep learning facility required of the safe clinical practitioner. The aim of this review was to survey the published literature to see whether higher education institutions are taking an andragogical approach to assessment. Five databases (EMBASE, ERIC, Medline, PubMed, and Web of Knowledge) were searched using standardized search terms with two limits applied (English language, and 2000 to the present). Among the 2,094 papers found, 32 were deemed suitable for this review. Current literature on assessment can be categorized into the following themes: assessment driven learning, types of assessments, frequency of assessments, and use of images in assessments. The consensus is to use a variety of methods, written and practical, to assess anatomical knowledge and skill in different domains. Institutions aim for different levels of Bloom's taxonomy for students at similar stages of their medical degree. Formative assessments are used widely, in differing formats, with mostly good effects on the final examination grade. In conclusion, a wide variety of assessments, each aimed at a different level of Bloom's taxonomy, are used by different institutions. Clin. Anat. 30:290-299, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Interns reflect: the effect of formative assessment with feedback during pre-internship.

PubMed

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with "one-to-one" formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4-5 months after having received feedback on their performance of U/C as PrInt students. Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not ( p =0.03). Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns' performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal.

Interns reflect: the effect of formative assessment with feedback during pre-internship

PubMed Central

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

Background It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students. Methods Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Results Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not (p=0.03). Conclusion Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal. PMID:28138270

Using Cooperative Small Groups in Introductory Accounting Classes: A Practical Approach.

ERIC Educational Resources Information Center

Miglietti, Cynthia

2002-01-01

Effective use of cooperative learning groups requires the following: attention to group formation, orientation that sets clear expectations and guidelines, activities to develop teamwork skills, peer evaluation, and other assessments that recognize and measure individual effort on group projects. (SK)

A Virtuous Cycle

ERIC Educational Resources Information Center

Furtak, Erin Marie; Heredia, Sara C.

2016-01-01

The "Next Generation Science Standards" (NGSS Lead States 2013) lay out an ambitious agenda for students to simultaneously engage with disciplinary core ideas, crosscutting concepts, and scientific practices. This does not just mean new expectations for teaching; it also requires new formative assessments. In contrast to summative…

Wilson Campus School, 1968-77.

ERIC Educational Resources Information Center

Long, Kathleen M.

1994-01-01

Describes an open-format laboratory school housed on the campus of Manakato University in Minnesota that was the antithesis of dominant schooling patterns in 1968. Wilson Campus School practiced early forms of authentic assessment, participative decision making, cooperative learning, nongraded student grouping, multicultural education, and…

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

PubMed Central

Walter, Emily M.; Henderson, Charles R.; Beach, Andrea L.; Williams, Cody T.

2016-01-01

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. PMID:27810868

The TextBase project--implementation of a base level message supporting electronic patient record transfer in English general practice.

PubMed

Booth, N; Jain, N L; Sugden, B

1999-01-01

The TextBase project is a laboratory experiment to assess the feasibility of a common exchange format for sending a transcription of the contents of the Electronic Patient Record (EPR) between different general practices, when patients move from one practice to another in the NHS in England. The project was managed using a partnership arrangement between the four EPR systems vendors who agreed to collaborate and the project team. It lasted one year and consisted of an iterative design process followed by creation of message generation and reading modules within the collaborating EPR systems according to a software requirement specification created by the project team. The paper describes the creation of a common record display format, the implementation of transfer using a floppy disk in the lab, and considers the further barriers before a national implementation might be achieved.

Assessing progression of clinical reasoning through virtual patients: An exploratory study.

PubMed

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2016-01-01

To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

An evaluative case study of online learning for healthcare professionals.

PubMed

Pullen, Darren L

2006-01-01

This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.

The dialysis orders objective structured clinical examination (OSCE): a formative assessment for nephrology fellows

PubMed Central

Prince, Lisa K; Campbell, Ruth C; Gao, Sam W; Kendrick, Jessica; Lebrun, Christopher J; Little, Dustin J; Mahoney, David L; Maursetter, Laura A; Nee, Robert; Saddler, Mark; Watson, Maura A

2018-01-01

Abstract Background Few quantitative nephrology-specific simulations assess fellow competency. We describe the development and initial validation of a formative objective structured clinical examination (OSCE) assessing fellow competence in ordering acute dialysis. Methods The three test scenarios were acute continuous renal replacement therapy, chronic dialysis initiation in moderate uremia and acute dialysis in end-stage renal disease-associated hyperkalemia. The test committee included five academic nephrologists and four clinically practicing nephrologists outside of academia. There were 49 test items (58 points). A passing score was 46/58 points. No item had median relevance less than ‘important’. The content validity index was 0.91. Ninety-five percent of positive-point items were easy–medium difficulty. Preliminary validation was by 10 board-certified volunteers, not test committee members, a median of 3.5 years from graduation. The mean score was 49 [95% confidence interval (CI) 46–51], κ = 0.68 (95% CI 0.59–0.77), Cronbach’s α = 0.84. Results We subsequently administered the test to 25 fellows. The mean score was 44 (95% CI 43–45); 36% passed the test. Fellows scored significantly less than validators (P < 0.001). Of evidence-based questions, 72% were answered correctly by validators and 54% by fellows (P = 0.018). Fellows and validators scored least well on the acute hyperkalemia question. In self-assessing proficiency, 71% of fellows surveyed agreed or strongly agreed that the OSCE was useful. Conclusions The OSCE may be used to formatively assess fellow proficiency in three common areas of acute dialysis practice. Further validation studies are in progress. PMID:29644053

Clinical Trial Assessment of Infrastructure Matrix Tool to Improve the Quality of Research Conduct in the Community.

PubMed

Dimond, Eileen P; Zon, Robin T; Weiner, Bryan J; St Germain, Diane; Denicoff, Andrea M; Dempsey, Kandie; Carrigan, Angela C; Teal, Randall W; Good, Marjorie J; McCaskill-Stevens, Worta; Grubbs, Stephen S; Dimond, Eileen P; Zon, Robin T; Weiner, Bryan J; St Germain, Diane; Denicoff, Andrea M; Dempsey, Kandie; Carrigan, Angela C; Teal, Randall W; Good, Marjorie J; McCaskill-Stevens, Worta; Grubbs, Stephen S

2016-01-01

Several publications have described minimum standards and exemplary attributes for clinical trial sites to improve research quality. The National Cancer Institute (NCI) Community Cancer Centers Program (NCCCP) developed the clinical trial Best Practice Matrix tool to facilitate research program improvements through annual self-assessments and benchmarking. The tool identified nine attributes, each with three progressive levels, to score clinical trial infrastructural elements from less to more exemplary. The NCCCP sites correlated tool use with research program improvements, and the NCI pursued a formative evaluation to refine the interpretability and measurability of the tool. From 2011 to 2013, 21 NCCCP sites self-assessed their programs with the tool annually. During 2013 to 2014, NCI collaborators conducted a five-step formative evaluation of the matrix tool. Sites reported significant increases in level-three scores across the original nine attributes combined (P<.001). Two specific attributes exhibited significant change: clinical trial portfolio diversity and management (P=.0228) and clinical trial communication (P=.0281). The formative evaluation led to revisions, including renaming the Best Practice Matrix as the Clinical Trial Assessment of Infrastructure Matrix (CT AIM), expanding infrastructural attributes from nine to 11, clarifying metrics, and developing a new scoring tool. Broad community input, cognitive interviews, and pilot testing improved the usability and functionality of the tool. Research programs are encouraged to use the CT AIM to assess and improve site infrastructure. Experience within the NCCCP suggests that the CT AIM is useful for improving quality, benchmarking research performance, reporting progress, and communicating program needs with institutional leaders. The tool model may also be useful in disciplines beyond oncology.

Formative Assessment Probes: Pendulums and Crooked Swings--Connecting Science and Engineering

ERIC Educational Resources Information Center

Keeley, Page

2013-01-01

The "Next Generation Science Standards" provide opportunities for students to experience the link between science and engineering. In the December 2011 issue of "Science and Children," Rodger Bybee explains: "The relationship between science and engineering practices is one of complementarity. Given the inclusion of…

Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation - Formative assessment of clinical skills. A descriptive quantitative research design.

PubMed

Solheim, Elisabeth; Plathe, Hilde Syvertsen; Eide, Hilde

2017-11-01

Clinical skills training is an important part of nurses' education programmes. Clinical skills are complex. A common understanding of what characterizes clinical skills and learning outcomes needs to be established. The aim of the study was to develop and evaluate a new reflection and feedback tool for formative assessment. The study has a descriptive quantitative design. 129 students participated who were at the end of the first year of a Bachelor degree in nursing. After highfidelity simulation, data were collected using a questionnaire with 19 closed-ended and 2 open-ended questions. The tool stimulated peer assessment, and enabled students to be more thorough in what to assess as an observer in clinical skills. The tool provided a structure for selfassessment and made visible items that are important to be aware of in clinical skills. This article adds to simulation literature and provides a tool that is useful in enhancing peer learning, which is essential for nurses in practice. The tool has potential for enabling students to learn about reflection and developing skills for guiding others in practice after they have graduated. Copyright © 2017 Elsevier Ltd. All rights reserved.

Insights into electrodeposition of an inhibitor film and its inhibitive effects on calcium carbonate deposition.

PubMed

Morizot, Arnaud P; Neville, Anne

2002-01-01

Polycarboxylic acid (PAA), a common scale inhibitor has demonstrated adsorption properties on stainless steel surfaces. An electrochemically based technique has been used to assess the extent of film formation. The presence of calcium and magnesium ions in the solution and the cathodic electrochemical activity at the metal surface have been shown to enhance the inhibitor film formation by promoting the transport of the inhibitor from the solution to the metal surface. The effect of the inhibitor film in retarding scale deposition is assessed using measurement of the deposition onto metal electrodes immersed in a supersaturated solution of CaCO(3). The practical implications of these findings are discussed.

Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction

NASA Astrophysics Data System (ADS)

Torres Irribarra, D.; Freund, R.; Fisher, W.; Wilson, M.

2015-02-01

Computer-based, online assessments modelled, designed, and evaluated for adaptively administered invariant measurement are uniquely suited to defining and maintaining traceability to standardized units in education. An assessment of this kind is embedded in the Assessing Data Modeling and Statistical Reasoning (ADM) middle school mathematics curriculum. Diagnostic information about middle school students' learning of statistics and modeling is provided via computer-based formative assessments for seven constructs that comprise a learning progression for statistics and modeling from late elementary through the middle school grades. The seven constructs are: Data Display, Meta-Representational Competence, Conceptions of Statistics, Chance, Modeling Variability, Theory of Measurement, and Informal Inference. The end product is a web-delivered system built with Ruby on Rails for use by curriculum development teams working with classroom teachers in designing, developing, and delivering formative assessments. The online accessible system allows teachers to accurately diagnose students' unique comprehension and learning needs in a common language of real-time assessment, logging, analysis, feedback, and reporting.

Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

NASA Astrophysics Data System (ADS)

Shelton, Angi; Smith, Andrew; Wiebe, Eric; Behrle, Courtney; Sirkin, Ruth; Lester, James

2016-06-01

Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual understanding. For the science classroom, one rich source of formative assessment data about scientific thinking and practice is in notebooks used during inquiry-oriented activities. In this study, the goal was to better understand how student knowledge was distributed between student drawings and writings about magnetism in notebooks, and how these findings might inform formative assessment strategies. Here, drawing and writing samples were extracted and evaluated from our digital science notebook, with embedded content and laboratories. Three drawings and five writing samples from 309 participants were analyzed using a common ten-dimensional rubric. Descriptive and inferential statistics revealed that fourth-grade student understanding of magnetism was distributed unevenly between writing and drawing. Case studies were then presented for two exemplar students. Based on the rubric we developed, students were able to articulate more of their knowledge through the drawing activities than through written word, but the combination of the two mediums provided the richest understanding of student conceptions and how they changed over the course of their investigations.

Implementing a Critically Quasi-Ethnographic Approach

ERIC Educational Resources Information Center

Murtagh, Lisa

2007-01-01

This paper provides an account of the methodological approach of a study designed to address some fundamental questions relating to formative assessment. The paper reports on the use of a critically quasi-ethnographic approach and describes the practicalities of adopting such an approach. The validity of the study is also considered, reflecting on…

Social Learning Analytics: Navigating the Changing Settings of Higher Education

ERIC Educational Resources Information Center

de Laat, Maarten; Prinsen, Fleur R.

2014-01-01

Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open…

Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation

ERIC Educational Resources Information Center

Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'

2016-01-01

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…

Differential Use of Elementary Science Kits

ERIC Educational Resources Information Center

Jones, Gail; Robertson, Laura; Gardner, Grant E.; Dotger, Sharon; Blanchard, Margaret R.

2012-01-01

The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

ERIC Educational Resources Information Center

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Evaluating, Comparing, and Best Practice in Electronic Portfolio System Use

ERIC Educational Resources Information Center

San Jose, David L.

2017-01-01

Electronic portfolios (e-portfolios) are commonly positioned to show evidence of student learning with formative and summative assessment benefits. At the University of Auckland teacher education program, two e-portfolio systems were adopted to document preservice teacher's course work and to attest to the Graduating Teacher Standards. This…

Analytics to Literacies: The Development of a Learning Analytics Framework for Multiliteracies Assessment

ERIC Educational Resources Information Center

Dawson, Shane; Siemens, George

2014-01-01

The rapid advances in information and communication technologies, coupled with increased access to information and the formation of global communities, have resulted in interest among researchers and academics to revise educational practice to move beyond traditional "literacy" skills towards an enhanced set of…

Preparing Beginning Teachers to Elicit and Interpret Students' Mathematical Thinking

ERIC Educational Resources Information Center

Sleep, Laurie; Boerst, Timothy A.

2012-01-01

This study investigated how teacher education assignments can be designed to support beginning teachers in learning to do the work of teaching. We examined beginners' formative assessment practices--in particular, their eliciting and interpreting of students' mathematical thinking--in the context of an elementary mathematics methods assignment,…

Large-Scale Implementation of Formative Assessment Practices in an Examination-Oriented Culture

ERIC Educational Resources Information Center

Ratnam-Lim, Christina Tong Li; Tan, Kelvin Heng Kiat

2015-01-01

Singapore's education system has often been characterised as exam-oriented. This paper describes efforts ("windmills") made by the Government to constructively respond to the "winds of change" in the education system. A committee called the Primary Education Review and Implementation (PERI) Committee was appointed to study and…

Assessment for learning with Objectively Structured Practical Examination in Biochemistry

PubMed Central

Jaswal, Shivani; Chattwal, Jugesh; Kaur, Jasbinder; Gupta, Seema; Singh, Tejinder

2015-01-01

Context: Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in line with the notion of assessments as motivating what and how students learn, Objectively Structured Practical Examination (OSPE) was introduced, as an assessment modality. Despite its usefulness, awareness and motivation to use the same, still needs to be probed. Aims: To implement OSPE in the assessment of practical skills in biochemistry, and to know student and faculty perspectives regarding OSPE. Settings and Design: OSPE was introduced at the stage of formative assessment of practical skills, for 94 year one MBBS students. Subjects and Methods: Students were divided into two groups; the first group was evaluated by the traditional method and the second by OSPE. Students were crossed over on a second examination. The mean score obtained by both the methods was compared statistically. Students and faculty perspectives regarding OSPE were obtained by a questionnaire. Student performance was compared using “Bland–Altman technique,” and Student's t-test. Results: The mean scores of students was found to be significantly higher (P < 0.0001) when assessed with OSPE as compared to TPE. Number of students achieving >70% marks was also significantly higher with OSPE. Validity was supported by a significant correlation coefficient of comparison of marks by the two methods. Feedback from students and faculty indicated that they endorsed OSPE. Conclusions: This evaluation demonstrated the need for a structured approach to assessment. Going in line with the notion that assessment drives learning, introducing OSPE would help tailoring teaching-learning to optimize student satisfaction and learning. PMID:26380217

Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

Experts by experience; the views of service user educators providing feedback on medical students' work based assessments.

PubMed

Muir, Delia; Laxton, Julie Clare

2012-02-01

Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used. Copyright © 2011 Elsevier Ltd. All rights reserved.

Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.

PubMed

McNulty, John A; Espiritu, Baltazar R; Hoyt, Amy E; Ensminger, David C; Chandrasekhar, Arcot J

2015-01-01

Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. © 2014 American Association of Anatomists.

The Utrecht questionnaire (U-CEP) measuring knowledge on clinical epidemiology proved to be valid.

PubMed

Kortekaas, Marlous F; Bartelink, Marie-Louise E L; de Groot, Esther; Korving, Helen; de Wit, Niek J; Grobbee, Diederick E; Hoes, Arno W

2017-02-01

Knowledge on clinical epidemiology is crucial to practice evidence-based medicine. We describe the development and validation of the Utrecht questionnaire on knowledge on Clinical epidemiology for Evidence-based Practice (U-CEP); an assessment tool to be used in the training of clinicians. The U-CEP was developed in two formats: two sets of 25 questions and a combined set of 50. The validation was performed among postgraduate general practice (GP) trainees, hospital trainees, GP supervisors, and experts. Internal consistency, internal reliability (item-total correlation), item discrimination index, item difficulty, content validity, construct validity, responsiveness, test-retest reliability, and feasibility were assessed. The questionnaire was externally validated. Internal consistency was good with a Cronbach alpha of 0.8. The median item-total correlation and mean item discrimination index were satisfactory. Both sets were perceived as relevant to clinical practice. Construct validity was good. Both sets were responsive but failed on test-retest reliability. One set took 24 minutes and the other 33 minutes to complete, on average. External GP trainees had comparable results. The U-CEP is a valid questionnaire to assess knowledge on clinical epidemiology, which is a prerequisite for practicing evidence-based medicine in daily clinical practice. Copyright © 2016 Elsevier Inc. All rights reserved.

[Diagnostic and formative assessment of competencies at the beginning of undergraduate medical internship].

PubMed

Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; Trejo-Mejía, Juan Andrés; Torruco-García, Uri; Fortoul-van der Goes, Teresa I; Flores-Hernández, Fernando; Peña-Balderas, Jorge; Martínez-Franco, Adrián Israel; Hernández-Nava, Alejandro; Elena-González, Diana; Sánchez-Mendiola, Melchor

2017-01-01

Research on diagnostic and formative assessment competencies during undergraduate medical training is scarce in Latin America. To assess the level of clinical competence of students at the beginning of their medical internship in a new curriculum. This was an observational cross-sectional study in UNAM Faculty of Medicine students in Mexico City: a formative assessment of the second class of Curriculum 2010 students as part of the integral evaluation of the program. The assessment had two components: theoretical and practical. We assessed 577 students (65.5%) of the 880 total population that finished the 9th semester of Curriculum 2010. The written exam consisted of 232 items, with a mean of 61.0 ± 19.6, a difficulty index of 0.61, and Cronbach's alpha of 0.89. The mean of the objective structured clinical examination (OSCE) was 62.2 ± 16.8, with a mean Cronbach's alpha of 0.51. Results were analyzed by knowledge area and exam stations. The overall results provide evidence that students achieve sufficiently the competencies established in the curriculum at the beginning of the internship, that they have the necessary foundation for learning new and more complex information, and integrate it with existing knowledge to achieve significant learning and continue their training.

Formative versus reflective measurement: an illustration using work-family balance.

PubMed

Ellwart, Thomas; Konradt, Udo

2011-01-01

The aim of this article is to propose the formative measurement approach that can be used in various constructs of applied psychology. To illustrate this approach, the authors will (a) discuss the distinction between commonly used principal-factor (reflective) measures in comparison to the composite (formative) latent variable model, which is often applied in other disciplines such as marketing or engineering, and (b) point out the advantages and limitations of formative specifications using the example of the work-family balance (WFB) construct. Data collected from 2 large cross-sectional field studies confirm the reliability and validity of formative WFB measures as well as its predictive value regarding criteria of WFB (i.e., job satisfaction, family satisfaction, and life satisfaction). Last, the specific informational value of each formative indicator will be demonstrated and discussed in terms of practical implications for the assessment in different psychological fields.

An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

PubMed Central

Miller, Monica L.; Ogallo, William; Pastakia, Sonak D.

2013-01-01

Objective. To develop a prerequisite elective course to prepare students for an advanced pharmacy practice experience (APPE) in Kenya. Design. The course addressed Kenyan culture, travel preparation, patient care, and disease-state management. Instructional formats used were small-group discussions and lectures, including some Web-based presentations by Kenyan pharmacists on disease states commonly treated in Kenya. Cultural activities include instruction in conversational and medical Kiswahili and reading of a novel related to global health programs. Assessment. Student performance was assessed using written care plans, quizzes, reflection papers, a formulary management exercise, and pre- and post-course assessments. Student feedback on course evaluations indicated that the course was well received and students felt prepared for the APPE. Conclusion. This course offered a unique opportunity for students to learn about pharmacy practice in global health and to apply previously acquired skills in a resource-constrained international setting. It prepares students to actively participate in clinical care activities during an international APPE. PMID:23610478

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately.