Conceptualizing pre‐emptive formative assessment

Carless, David

doi:10.1080/09695940701478412

Cited by 37 publications

(20 citation statements)

References 41 publications

(48 reference statements)

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“…Por lo anterior es difícil valorar en cuanto contribuye al aprendizaje. Sin embargo, la importancia de la evaluación formativa radica en ayudar a dirigir y orientar el estudio para la evaluación final, pues mediante una retroalimentación (feedback) formativa efectiva los alumnos descubren qué mejorar 8,13,16,17 . El hecho de que los alumnos con rendimiento más bajo sean los que cuantitativamente mejoren más su rendimiento y que esta diferencia sea estadísticamente significativa sugiere que precisamente en ellos sería más útil la aplicación de la evaluación formativa.…”

Section: Discussionunclassified

“…Es por ello que para los alumnos las evaluaciones sumativas finales son difíciles de preparar. Así, evaluaciones formativas al medio del período o cercanas al final de éste, permiten a los alumnos un mejor diagnóstico de sus conocimientos, jerarquizar mejor el estudio, llevándolos a concretar mejor los objetivos finales del curso 8,9 . El currículo de pregrado de la Escuela de Medicina de la Pontificia Universidad Católica de Chile dura siete años, con un número variable de entre 100 y 120 alumnos por curso 10,11 .…”

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Utilidad de la evaluación formativa en cursos clínicos integrativos en estudiantes de pregrado de medicina

et al. 2014

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Section: Discussionunclassified

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Utilidad de la evaluación formativa en cursos clínicos integrativos en estudiantes de pregrado de medicina

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“…A demonstration of how to draw appropriate pictures using a think-aloud procedure was employed to ensure students understood the goal of the exercise: to use pictures to facilitate recall and deeper lexical understanding. Much of this consisted of what Carless (2007) has labeled ''preemptive formative feedback'' and was intended to avoid problems previously encountered and provide guidance to improve production of effective pictures.…”

Section: The Activitymentioning

confidence: 99%

Untitled

2012

VLI

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The Editorial Team expresses a sincere thank you to Mana Ikawa, who designed the cover for the print version of this issue.Copyright # 2012 Vocabulary Learning and Instruction, ISSN: Online 2187-2759; Print 2187-2767. All articles are copyrighted by their respective authors. Vocabulary Learning and InstructionVolume 1, Number 1, August 2012 doi: http://dx.doi.org/10.7820/vli.v01.1.2187-2759 Foreword: Vocabulary Learning and InstructionIt is with great pleasure that we introduce this inaugural issue of Vocabulary Learning and Instruction. The journal follows the agenda set this year at the first JALT Vocabulary Symposium: to harness the salient aspects of current knowledge in the field of lexical research and to identify future research questions, approaches and directions. Through all the contributions here runs a thread of relevance, context and application, and this commonality of research purpose lends the journal a collaborative and collegial sense. This is further enhanced by the inclusion of commentary chapters, which skilfully extract headline findings and priority areas for further study. In this way the journal reflects the belief that original and rigorous individual research activity realises its true potential when integrated into collaborative contexts, with multi-faceted approaches to shared research questions.Much of the most influential recent research into vocabulary learning and assessment has been conducted by scholars based in Japan. The articles in this issue are representative of this region's rich strand of scholarship, and are testament to the journal's potential to tap into this energetic and purposeful research culture. On visits to Japan-based conferences and symposia we have always been impressed with the quantity and the consistently high quality of vocabulary-focussed research. Research hubs such as the JACET Vocabulary and Reading group, the CALS-Asia Swansea outreach group and the Temple University Japan Applied Linguistics group are central to this, and it is significant that the authors contributing to this journal are representative of these and other research groups. This makes for a research network which shares a clear aim: to further the understanding of lexical processing and the application of lexical assessment and acquisition tools. In contrast to this tight focus, though, studies are informed by literature which is empirically and theoretically wide-ranging. This volume includes studies informed by research into autonomy, fluency, syntax, learning strategies and multi-modality, as well as by approaches pivotal to lexical investigation such as word frequency, lexical richness and word knowledge frameworks. The individual studies are methodologically robust, and are presented in considered, proportionate terms; they offer a reliable foundation from which the commentary papers can identify common strands and mutually informative conclusions.It is important to note that the relevance and applicability of the studies here extends far beyond the Japanese context. Vocabulary...

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“…In addition to the change of SA for alignment between FA and SA, more efforts should be invested into the study of the kind of FA practices that can best boost SA performance. In this respect, Carless (2007) has made a good starting point by introducing the pre-emptive formative assessment, "a form of instructional scaffolding worth acknowledging as within the repertoire of formative assessment techniques." (p. 181).…”

Section: Study Of Fa In Relation To Underlying L2 Theoriesmentioning

confidence: 99%

“…What is needed now is to "collect empirical data from schools on different forms of pre-emptive formative assessment through collaborative action research (Torrance & Pryor, 2001)" to find out (1) what are the common and effective ways of implementing pre-emptive formative assessment; (2) What challenges might crop up in pre-emptive formative assessment and how to overcome them. (3) How to develop pre-emptive formative assessment for deep learning rather than merely an exercise in exam (Carless, 2007).…”

Section: Study Of Fa In Relation To Underlying L2 Theoriesmentioning

confidence: 99%

Formative Assessment in L2 Classroom in China: The Current Situation, Predicament and Future

Luo

2014

Indonesian J. Appl. Linguist

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With the reform of English education in China since 2001, formative assessment (FA) has found its way into the key educational policy documents such as National English Curriculum Standards for Basic Education (NECS for BE) (MoE, 2001(MoE, & 2011, National English Curriculum Standards for Senior High School (NECS for SHS) (MoE, 2003) and College English Curriculum Requirements (CECR) (MoE, 2004(MoE, & 2007 and therefore aroused the interests from both researchers and teachers. To understand FA development in China over the past 12 years, a synthesis study was conducted to analyze the current situation and predicament of FA in China based on the published FA articles in Chinese journals and educational newspapers from 2001 to 2012 and the published FA monographs and unpublished Ph.D.dissertations collected from various sources so far. The study shows FA is inadequately researched, poorly understood and improperly implemented in China. It is believed that the predicament of FA may be attributable to a variety of factors such as inadequate financial support, lack of quality research into various aspects of FA, imbalance of quality research focus, limited knowledge of the latest developments of FA, the shortage of L2-related FA research, the tension between FA and Summative Assessment (SA) in the dominant testing culture of China, the time-consuming nature of FA and lack of professional FA training. To solve these problems, by drawing on the local context and international experiences, this paper puts forward the following suggestions: (1) More financial investment supporting balanced quality research into important issues of FA; (2) Clarification of FA concept; (3)Study of FA in relation to underlying L2theories; (4)Promotion of student SA performance throughFA; (5) Development of ready-to-use FA; and (6) Strengthening professional development for FA. The context-based proposal for FA could provide a reference for other contexts similar to China, especially the Asian countries in terms of economical development and/or educational culture.

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Conceptualizing pre‐emptive formative assessment

Cited by 37 publications

References 41 publications

Utilidad de la evaluación formativa en cursos clínicos integrativos en estudiantes de pregrado de medicina

Utilidad de la evaluación formativa en cursos clínicos integrativos en estudiantes de pregrado de medicina

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Formative Assessment in L2 Classroom in China: The Current Situation, Predicament and Future

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