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1.
Paul Black 《Prospects》2014,44(4):487-501
This article considers lessons learnt through involvement in several assessment projects. Early experience, in university work and in school examinations, led to an opportunity to help establish a novel system of assessment for an innovative school curriculum. Different lessons were then learnt from work on a national survey of school students’ learning of science, and different lessons again while leading a group to advise the UK government on a new scheme for national testing of all students. Many welcomed the group’s advice but politicians rejected it; however, the recoil from this defeat led to very rewarding work on formative assessment. The article ends with reflection on the conflict between the summative and the formative and ways to resolve that conflict, along with the full benefit of formative approaches that investment can secure to help teachers share responsibility for high-stakes summative assessments. 相似文献
2.
Helena Pedrosa de Jesus Aurora Coelho Moreira 《Assessment & Evaluation in Higher Education》2009,34(2):193-208
The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment. 相似文献
3.
长期以来,很多学者一直倡导指导教学的评价,即通过评估学生需求和监测其学习进展,适当地设计学习顺序,调整教学策略,改良学习计划,以便有效地促进学习目标的完成。本研究调查了形成性评价在美国中学科学课中的实施情况,并分析其对学生学习进步的影响。研究表明,教师都在努力使用形成性评价来指导教学,而学生取得的成绩各不相同。 相似文献
4.
Rosario Hernández 《Higher Education》2012,64(4):489-502
A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning. 相似文献
5.
Nancy R. Hoover 《教育实用测度》2013,26(3):219-231
This study examines the extent to which classroom teachers self-report using summative assessment data in formative ways to shape instruction. A Web-based survey was administered to elementary, middle, and high school teachers in a large, suburban school district in central Virginia. Teachers reported administering a variety of summative assessments with varying frequency, and analyzing data at the aggregate level, most often using central tendency statistics. Useful methods for disaggregating data by content standards or student subgroups were not as frequently reported. Regardless of the methods of data analysis, a majority of teachers reported using assessment results to evaluate their instructional practice and make adjustments to support student learning. The results suggest, however, that teachers engaged in a cursory analysis of student performance fairly regularly but conduct more in-depth analyses less often. The study raises questions about how teachers can effectively use summative data for instructional purposes. 相似文献
6.
Anthony J. Nitko 《Assessment in Education: Principles, Policy & Practice》1995,2(3):321-337
To many persons used to the ‘once and for all’ nature of leaving examinations for certification and selection of students, the concepts associated with continuous assessment (CA) are confusing. To some, CA is a summative ‘mark’ to be passed forward to certify or select a student. To others, CA is the physical pages in exercise books which students complete. To yet others, CA is diagnosis and formative evaluation of student learning. This paper presents a conceptual framework for organising and relating the many confusing concepts associated with continuous assessment practices. Curriculum‐based continuous assessment is shown to have two major components: formative and summative continuous assessment of student learning. The nature of these components and their interrelationships are discussed. The paper discusses using continuous assessment results for official summative evaluation purposes such as reporting to parents and incorporating continuous assessment grades into leaving and certification decisions. Among the issues discussed are: (a) weighting of CA marks; (b) record‐keeping and reporting of CA results; (c) in‐service and pre‐service teacher training in CA; and (d) building school‐to‐school comparability and credibility into the CA process. 相似文献
7.
Jingping Sun Robert Przybylski Bob J. Johnson 《Educational Assessment, Evaluation and Accountability》2016,28(1):5-33
Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use. 相似文献
8.
《Australian Journal of Learning Difficulties》2013,18(2):163-164
This review focuses on the topic of re-teaching within a formative cycle of instruction, in regular classroom settings. Although re-teaching is assumed integral to effective teaching, learning, and formative assessment, effective re-teaching is but scantly described in pedagogical literature and has been neglected in empirical research. Teachers and school systems seeking to improve student achievement, especially for lower-achieving students, would be well-served by more information and evidence about effective re-teaching. Accordingly, this review follows a defined and replicable protocol, using four questions to explore the extent and detail of existing information about re-teaching and use this information as the basis for suggestions of approaches and strategies for effective re-teaching. The importance of effective re-teaching for students with learning difficulties is emphasised and the potential benefits of effective re-teaching on academic self-concept and motivation for students, and on teacher effectiveness, are discussed. Collecting evidence from practice and the need to quantify the effectiveness of re-teaching are proposed as key aspects of future research and development. 相似文献
9.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
10.
Edith Kealey 《Journal of Teaching in Social Work》2013,33(1):64-74
Despite a wealth of tacit knowledge in academia regarding effective teaching strategies and a rich theoretical and empirical knowledge base on student learning, social work instructors wishing to identify appropriate ways to measure teaching and learning have little evidence to guide them. This article presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods, which represent a measure of competence or mastery. While summative methods are often used to meet institutional or programmatic goals, formative methods bridge assessment and evaluation and can result in a more reflective, constructive, and productive experience for both instructors and students. 相似文献
11.
Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
12.
The internet has allowed for the online asynchronous assessment of acquired knowledge; however, the delivery formats of these online assessments do require evaluation. To this end, the summative examination and preceding formative quiz performances of students enrolled in a freshman-level course were evaluated between four cohorts in which each cohort was administered formative quizzes differing in testing location (in-class versus online), time limitation and ability to use notes. Results indicate decreased monitoring of formative quizzes such as those that are untimed and delivered online leads to increased formative performance but decreased performance on proceeding summative examinations. While the use of online testing may appear enticing, care must be taken to ensure student learning. 相似文献
13.
Robin Kay 《Interactive Learning Environments》2013,21(1):67-83
This study explored the impact of Web-Based Learning Tools )WBLTs), also known as learning objects, in secondary school mathematics and science classrooms. Surveys, open-ended questions, and student performance data were collected from a sample of 8 teachers and 333 students. Teachers rated the learning benefits, quality, and engagement value of WBLTs very high. Students rated these same features moderately high. Student performance with respect to remembering, understanding, applying, and analyzing concepts increased significantly )28–53%) when WBLTs were used. Qualitative data suggested that a number of students reacted positively to the following qualities of WBLTs: visual supports, learning benefits, ease of use, animations, graphics, and engagement. Some students were concerned about pace )too fast), challenge level )too hard), and the quality of help features when using WBLTs. Overall, it appears that the WBLTs used in this study had a positive impact on teacher and student attitudes, as well as student learning performance. 相似文献
14.
How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment of Learning to Assessment for Leaning with a balance between the formative and summative purposes of assessment, the study of teachers’ and students’ conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers’ (n = 351) and students’ (n = 712) conceptions of the purpose of assessment were measured using a translation of the teachers’ conceptions of assessment questionnaire and a translated and shortened version of the students’ conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment. 相似文献
15.
16.
Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.
相似文献17.
Geoffrey T. Crisp 《Assessment & Evaluation in Higher Education》2012,37(1):33-43
The requirement to provide timely formative tasks that are designed to facilitate student learning and autonomy has provoked a wider examination of the role of assessment in higher education and encouraged further investigation of the alignment of learning, teaching and assessment in curriculum design frameworks. Many current authors have proposed that the primary purpose of assessment is to enhance current and future learning and that current practice tends to overemphasise the importance of assessment for progression and certification purposes. This paper proposes that a clearer distinction be made between assessment tasks designed to facilitate and test current learning through the use of formative and summative assessments, and those tasks primarily designed to enhance future learning, which could be better termed integrative assessments. This distinction would allow students and teachers to have greater clarity around the proposed outcomes and reward mechanisms associated with assessment tasks and feedback. This paper proposes that teachers should strive to incorporate four different types of assessment tasks throughout a programme of study, namely diagnostic, formative, integrative and summative tasks, and that the outcomes and reward mechanisms for different assessment types be explained more clearly to students. 相似文献
18.
John Haugan Marius Lysebo Per Lauvas 《European Journal of Engineering Education》2017,42(6):1408-1421
Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome. 相似文献
19.
杨炳武 《贵州教育学院学报》2008,24(8):30-32
为适应当前大学专业英语教学,传统的终结性评价正逐渐被形成性评价所取代。形成性评价的广泛应用能使教师和学生及时地获得反馈信息,调整教学进程,提高教学质量,增强学生的学习兴趣,促进学生的全面发展。 相似文献
20.
自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献