scholarly journals An examination of technology-based formative assessment feedback and the impact on student learning

2019 ◽  
Author(s):  
◽  
Brett Jacobs
Keyword(s):  
School District ◽  
Focus Groups ◽  
Formative Assessment ◽  
Student Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
District Administrators ◽  
Training Resources ◽  
Technology Initiatives ◽  
The Impact

Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

2018 ◽  
Vol 17 (3) ◽  
pp. 262-285 ◽  
Author(s):  
Sandra Forrest
Keyword(s):  
Focus Groups ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
Explicit Instruction ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Training Model ◽  
Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Not Just Playing Around

2011 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

scholarly journals Impact of Formative Assessment and Feedback on Higher Education

2018 ◽  
Vol III (IV) ◽  
pp. 498-514
Author(s):  
Muhammad Naseer Ud Din ◽  
Waqar Un Nisa Faizi ◽  
Abdul Majeed Khan
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Great Influence ◽  
Documentary Analysis ◽  
Testing Strategies ◽  
Training Development ◽  
Learning Procedure ◽  
Assessment Strategies ◽  
The Impact

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

scholarly journals Understanding  the  Congruence  Between  Teacher  Intention  and  Student  Learning  Outcome

2021 ◽  
Author(s):  
◽  
Perry Rush
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Learning Outcome ◽  
Teacher Belief ◽  
Conceptions Of Learning ◽  
Student Learning Outcome ◽  
Teachers And Students ◽  
Task Perception ◽  
The Impact

<p>Research into what takes place between the instructional intent of a teaching act and students’ experience of the same act is central to better understanding teaching and learning. In this case study, individual teacher and student interviews, qualitative observation and textual analysis were used to compare teacher intention with student learning outcome, to judge congruence between the two. The study, in a large urban primary school, focused on two classrooms of students from 9-­‐13 years old. Congruence between teacher intention and student learning outcome, was examined over five consecutive lessons that aimed to achieve a particular outcome. It was found that teachers’ and students’ explanatory context was influential. In particular, the alignment between conceptions of learning informing teacher intention and task was significant. Where the conceptions aligned, there was greater congruence. Where there was a disjuncture, congruence was compromised. In addition teacher knowledge of curriculum content, the pervasiveness of task perception and the impact of outcome space was material. The study highlights an opportunity for further research into the congruence between teacher intention and student learning outcome where deep conceptions of learning inform instructional intent and into the impact of teacher belief systems on the conceptions of learning held.</p>

scholarly journals The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study

2020 ◽  
Vol 44 (4) ◽  
pp. 726-733
Author(s):  
Xin Cong ◽  
Yan Zhang ◽  
Hai Xu ◽  
Li-Mei Liu ◽  
Ming Zheng ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Medical Training ◽  
Summative Assessment ◽  
Assessment System ◽  
Multiple Choice Questions ◽  
Problem Solving Skills ◽  
Assessment Scores ◽  
The Impact ◽  
Case Based

Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students’ suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students’ semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.

scholarly journals Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Khadija Al Balushi
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Quality ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Family Responsibilities ◽  
The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

Sign in / Sign up

Export Citation Format

Share Document