The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students’ Number Sense Achievement

2017 ◽  
Vol 117 (3-4) ◽  
pp. 127-136 ◽  
Author(s):  
Drew Polly ◽  
Chuang Wang ◽  
Christie Martin ◽  
Richard G. Lambert ◽  
David K. Pugalee ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Number Sense ◽  
Primary Grades

Structured Long Interview and Clinical Examination (SLICE) as Formative Assessment Tool in Clinical Clerkship: Medical Students Perspective

2021 ◽  
pp. 1-16
Author(s):  
Wajiha Shadab ◽  
Amna Ahmed Noor ◽  
Saira Waqqar ◽  
Gul Muhammad Shaikh
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Thematic Analysis ◽  
Assessment Tool ◽  
Clinical Skills ◽  
General Medicine ◽  
Sampling Technique ◽  
Clinical Clerkship ◽  
Primary Investigator ◽  
Skills Learning

Abstract Objective: This study aimed to assess the medical students’ opinions and views on undertaking SLICE as a formative assessment. Methods: This was a qualitative, exploratory study. Purposive sampling technique was used to select final year medical students who have undertaken a formative assessment through SLICE in their clerkship rotation. Total 32 students participated in this study .Four sets of focus group discussions (FGD) were conducted from medical students who had recently gone through their clinical clerkship modules for Pediatrics, General Medicine, General Surgery and Gynecology& Obstetrics. Each recorded FGD was transcribed verbatim. Thematic analysis was conducted manually. Themes were identified from the transcribed data, coded and analyzed. In order to achieve adequate coding and researcher reliability, investigator triangulation was performed. The initial thematic analysis was performed by the primary investigator. Thereafter, two more investigators independently analyzed the data. Before the data was finalized, all the three investigators reached a final consensus upon the themes that had emerged, ensuring triangulation of the analyzed data. Results: A four staged thematic analysis was conducted, in which five major themes and five sub-themes emerged. The main themes being: Purpose, Learning, Timing, Relevancy and Fairness of SLICE. Conclusion: The students generally thought that SLICE was effective in enhancing their clinical skills learning and should be conducted more frequently with minor adjustments. Continuous...

scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

2018 ◽  
Vol 45 (4) ◽  
pp. 311-320
Author(s):  
Sarah J. Conoyer ◽  
Lisa Goran ◽  
Abigail A. Allen ◽  
Katie E. Hoffman
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Teacher Preparation Program ◽  
Curriculum Based Measurement ◽  
Future Directions ◽  
College Classrooms ◽  
The Mean ◽  
College Setting ◽  
Form Development ◽  
Alternate Form Reliability

The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms ( r = .49) compared to the mean of two weekly forms (r = .65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.

Students' illustrations of the human nervous system as a formative assessment tool

2010 ◽  
Vol 3 (5) ◽  
pp. 227-233 ◽  
Author(s):  
Sisika Priyani Nelum Ranaweera ◽  
Lisa Marie Montplaisir
Keyword(s):  
Nervous System ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Human Nervous System

scholarly journals Framework for feedback: the peer mini-clinical examination as a formative assessment tool

2012 ◽  
Vol 46 (5) ◽  
pp. 512-512 ◽  
Author(s):  
Deirdre Bennett ◽  
Martina Kelly ◽  
Siun O’Flynn
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Assessment Tool
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