Assessment360: A Promising Assessment Technique for Preservice Teacher Education

Barnes, Nicole; Gillis, Anna Maria

doi:10.1080/08878730.2015.1071904

Cited by 5 publications

(3 citation statements)

References 40 publications

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“…Three were related to engineering and technology (Baleni, 2015;Dascalu et al, 2017;Hansen & Ringdal, 2018) and a further three to education (Baleni, 2015;Elmahdi et al, 2018;Hawe & Dixon, 2017). Two studies were related to science (Baleni, 2015;Keller, 2017) and two to the field of psychology (Barnes & Gillis, 2015;Leiva et al, 2018). The fields of social sciences (Deeley, 2018), physical education (Martos-Garcia et al, 2017), and mathematics (Cross & Palese, 2015) were each represented by a single study.…”

Section: Study Outcomesmentioning

confidence: 99%

“…The fields of social sciences (Deeley, 2018), physical education (Martos-Garcia et al, 2017), and mathematics (Cross & Palese, 2015) were each represented by a single study. These studies were carried out in different parts of the world: six were conducted in the United States (Aycock et al, 2018;Barnes & Gillis, 2015;Bullock et al, 2018;Cross & Palese, 2015;Freeman & Tashner, 2015;Keller, 2017) Online electronic writing summative assessment Improved students' learning and competences…”

Section: Study Outcomesmentioning

confidence: 99%

“…Jiang (2014), Barnes and Gillis (2015), Martos-Garcia et al (2017), andElmahdi et al (2018) Improved understanding Baleni (2015), Barnes and Gillis (2015), Freeman and Tashner (2015), Dascalu et al (2017), Aycock et al (2018), Hansen and Ringdal (2018), and Bullock et al (2018) Useful and immediate feedback Baleni (2015), Cross and Palese (2015), Barnes and Gillis (2015), Keller (2017), Martos-Garcia et al (2017), Deeley (2018), Estaji and Mirzaii (2018), Hansen and Ringdal (2018), Srivastava et al (2018), Bullock et al (2018), and Mohamadi Zenouzagh (2019) Improved students' learning and scores Cross and Palese (2015), Elshami and Abdalla (2017), Hawe and Dixon (2017), Keller (2017), Deeley (2018), Elmahdi et al (2018), Estaji and Mirzaii (2018), Jamil et al (2018), Leiva et al (2018), Mohamadi (2018), Srivastava et al (2018), Bullock et al (2018)…”

Section: Increased Classroom Participationmentioning

confidence: 99%

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New Trends in Formative-Summative Evaluations for Adult Education

Mubayrik

2020

SAGE Open

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The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

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