Creating formative feedback spaces in large lectures

Ludvigsen, Kristine; Krumsvik, Rune Johan; Furnes, Bjarte

doi:10.1016/j.compedu.2015.04.002

Cited by 63 publications

(47 citation statements)

References 43 publications

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“…For example, the use of clickers to help elicit quick responses from students while learning in class (Ludvigsen, Krumsvik, & Furnes, 2015), or conducting formative assessment with the aid of various technology such as computers, mobile, and PDA (Hung et al, 2010;Hwang & Chang, 2011;Miller, 2009;Wang, 2007). However, this solution only works with careful design and adequate preparation.…”

Section: Big Classmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the ISSN 2329-9150 2017 http://jsss.macrothink.org 161 need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions. Journal of Social Science Studies

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Section: Big Classmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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“…Erfaringene fra dette videoprosjektet ble så lagt til grunn for PEK-prosjektet «Teach as we preach» innenfor bruk av responsteknologi og (Krumsvik, 2011;Krumsvik & Ludvigsen, 2012). I den pågående fasen ser man på hvordan formativ vurdering, responsteknologi og omvendt undervisning-inspirerte forelesninger («flipped classroom») utspiller seg i store forelesninger med 150-250 studenter (Ludvigsen, Krumsvik, & Furnes, 2015;Egelandsdal & Krumsvik, 2017).…”

Section: Digitale Laeringsformer Og Studenteneunclassified

“…Også våre egne studier (N=147) viser en god effektstørrelse (d=0,66) ved bruk av responsteknologi og gruppediskusjoner i forelesninger (Egelandsdal & Krumsvik, 2017). Bruk av responsteknologi har også et interessant laeringsmessig potensial i seg rundt formativ vurdering (Ludvigsen et al, 2015) og fører i tillegg til at man som foreleser/laeringsleder får en «der og da»-status om studentene henger med på fagstoffet som blir behandlet 3 under forelesningen. Ut fra vårt siste PEK-prosjekt ser man at om man virkelig vil heve undervisningskvaliteten når man bruker digitale laeringsformer i norske forelesningssaler, er det ikke bare «laglederen» (foreleser) som har et ansvar -«spillerne» (studentene) sitter med en viktig nøkkel.…”

Section: Digitale Paradoksunclassified

“…Risko, Anderson, Sarwal, Engelhardt og Kingstone (2012) fant likevel at studenters oppmerksomhet reduseres over et lengre tidsspenn, og slik sett er det viktig at forelesninger ikke er for lange. Fra våre egne studier har man sett at interaktivitet, responsteknologi og digitale laeringsformer i forelesninger skaper en annen didaktisk dramaturgi som synes å heve oppmerksomheten til studentene over lengre tid, dersom det er et solid undervisningsdesign som ligger til grunn (Ludvigsen et al, 2015;Egelandsdal & Krumsvik, 2017).…”

Section: Digitale Paradoksunclassified

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Utdanningsledelse og digitale læringsformeri høyere utdanning

Krumsvik

Jones

2017

Uniped

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SAMMENDRAGDenne posisjonsartikkelen (position paper) ser naermere på hva som konstituerer god utdannings-, studie-og undervisningskvalitet i høyere utdanning i dag med et spesielt fokus på digital laering og forelesningen som undervisningsform. Man ser dette i lys av både styringsdokument og forskning på området, samt noen PEK-prosjekt hvor tre digitale paradoks blir brukt som eksempel på hvor viktig studentene er som medspillere for å heve undervisningskvaliteten. Artikkelen finner at det fremdeles er et gap mellom formulerings-og realiseringsarenaen når det gjelder digitale laeringsformer i høyere utdanning og at det mellom annet er nødvendig å utvikle indikatorer for utdannings-, studie-og undervisningskvalitet for å minske dette gapet. For å klare dette peker posisjonsartikkelen på at man også må ha et sterkere fokus på to nye begrep -digitalt lederskap og laeringsledelsefor å lykkes med å forbedre utdannings-, studie-og undervisningskvaliteten i høyere utdanning Nøkkelord utdanningskvalitet, studiekvalitet, undervisningskvalitet, digitalt lederskap, laeringsledelse ABSTRACT This position paper examines what constitutes good educational, study and teaching quality in higher education today with a special focus on digital learning and lecturing as teaching method. One sees this in the light of policy documents and research in the area, as well as some PEK-projects where three digital paradoxes are used as an example of how important the students are as partners in raising the quality of teaching. This article finds that there is still a gap between formulation-and realization arena when it comes to digital

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“…Students' views on and usage of feedback as a research topic has been very fertile and germane across disciplines and across education levels (Forsythe & Johnson, 2017;Pitt & Norton, 2017;Cookson, 2016;Jackson & Marks, 2015;Ludvigsen, Krumsvik & Furnes, 2015;Roy, 2015; just to name a few). In a two-part research study Lizzio & Wilson (2008) asked 57 and 277 students respectively to evaluate the written feedback they had received for different assessment pieces to distinguish the helping and hindering comments.…”

Section: Students' Perspective On Feedbackmentioning

confidence: 99%

Does Formative Assessment Help? Students’ Perspective On ‘Feedback’ From Pakistan

Qureshi¹,

Zahoor²,

Zahoor³

2017

European Proceedings of Social and Behavioural Sciences

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For long researchers have been making a case in favor of formative assessment or 'assessment for learning' (Williams 2009) against summative assessment or 'assessment of learning ' (Isabwe, 2012). In our earlier work (Qureshi, Zahoor and Zahoor, 2017)) where we compared to be teachers-students' results using formative and summative assessment techniques, the empirical evidence favored summative assessment. The present paper is an extension of that work. In our current work, we followed Haroldson's (2012) approach and focused on students' opinions of the written 'feedback' in order to explore their perspective on formative assessment. Like Limniou & Smith, (2014), we also believe that formative assessment is a process whereby students "reflect on their own learning and understand what has been developed, omitted or improved" (p. 210), therefore, their perspective may be helpful in evaluating the utility of feedback practice for learning. Through purposeful sampling we selected a sample of high scorers, i.e., with Median score = 22 and above as per summative assessment, from our earlier research study. This yielded a number of 32 students. Their views were sought trough semi structured questionnaire and a series of focus group discussions The emerging themes included 'invisibility' of efforts, intensive engagement with academic reading, and longer harvesting time for the 'benefits' of formative feedback. These views of the current student-teachers have implications for the future processes of teaching and learning at the institutions of higher learning as they will be shaping the academic experiences of our future generation of academicians

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Creating formative feedback spaces in large lectures

Cited by 63 publications

References 43 publications

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Utdanningsledelse og digitale læringsformeri høyere utdanning

Does Formative Assessment Help? Students’ Perspective On ‘Feedback’ From Pakistan

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