Development and Validation of Teachers’ Practices on Formative Assessment Scale (TPFAS): A Measure Using Feedback Loop Model

Ole, Faith Celeste B.

doi:10.17509/ije.v13i1.24715

Cited by 4 publications

(3 citation statements)

References 7 publications

(7 reference statements)

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“…The positive impact of FLM in AFL on overall student learning outcomes is supported by Ole [31], as it provides quality feedback based on assessment criteria, motivating students to improve their learning performance. Furthermore, teacher involvement in implementing AFL can foster the development of students' critical thinking abilities, creativity, and self-efficacy [29].…”

Section: Student Engagement In Learningmentioning

confidence: 99%

FLM-based AFL improves physics engagement and conceptual understanding

Asyhari,

Irawan,

Sunyono

et al. 2024

EduLearn

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Assessment for learning (AFL) is a pedagogical approach that enhances student learning outcomes through high-quality feedback. This study investigates the effectiveness of integrating the feedback loop model (FLM) with AFL to improve students' engagement and understanding of physics, specifically in kinematics and motion dynamics. The study employs a mixed-methods research design, combining quantitative and qualitative data to assess the impact of the FLM-based AFL approach. A one-group pretest-posttest design was used, supported by research instruments that measured student engagement and their conceptual grasp of physics. The findings indicate that integrating FLM into AFL led to significant improvements, evidenced by Cohen’s effect size of 1.91, highlighting a substantial impact on student learning. These results affirm that FLM-based AFL positively affects student engagement and understanding of physics. The study contributes to the existing research on effective assessment methods, providing valuable insights for educators and policymakers in developing enhanced assessment and teaching strategies. This study emphasizes the potential benefits of incorporating FLM-based AFL in diverse educational settings to elevate student learning experiences and outcomes.

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Section: Student Engagement In Learningmentioning

confidence: 99%

FLM-based AFL improves physics engagement and conceptual understanding

Asyhari,

Irawan,

Sunyono

et al. 2024

EduLearn

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“…Data collection was retrieved using Google forms before and after the webinar series. With the instruments called Teachers' Conceptions and Practices of Formative Assessment Questionnaire by Yan and Cheng (2015) that measured teachers' affective and instrumental attitudes and self-efficacy toward FA and Teachers' Practices on Formative Assessment Scale: A measure using Feedback Loop by Ole (2020) that focused on the FA classroom practices based on FLM, relevant information needed in the study were systematically analyzed and interpreted accordingly.…”

Section: Research Instrumentmentioning

confidence: 99%

Effects of Feedback Loop Model on Teachers’ Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment

Ole

Gallos²

2023

IJRES

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This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers’ attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers’ FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers’ attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth.

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“…where s pertains to the scores assigned by each rater minus the lowest score in the used category (r = rating by an expert and lo = the lowest possible validity rating); n is the number of raters and experts; and c is the number of categories that raters can choose. According to the table recommended by Aiken (particularly on four (4) number of experts and raters and using five (5) number of rating categories --see table V, Aiken, 1985:134), the content validity coefficient (V value) of all the items in the checklist must be falling at 0.88 or higher to effectively reach a significant standard (Ole, 2020). Consequently, as reflected in Table 1, experts found that the items were valid because of a content coefficient value close to 1.00 (V= 0.94).…”

Section: Content Validation and Pilot Testingmentioning

confidence: 99%

Untitled

2021

IMRJ

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Kinematics, a fundamental structure in Mechanics is a critical concept that needs to be realized by students for a more complex analysis of subsequent topics in Physics. One way to determine the effectiveness of Physics teachers in teaching at these trying times is to measure the conceptual understanding of Grade 12-Senior High School (SHS) students in Science, Technology, Engineering, and Mathematics (STEM) track. With the goal of establishing a valid and reliable test questionnaire in Kinematics that can be administered either in a paper-and-pencil approach (asynchronous learning) or online approach (synchronous learning); this study focused on the development and validation process of a 45-item conceptual test in Kinematics. Adhering to the Most Essential Learning Competencies (MELC) set by the Department of Education (DEPED), the initial pool of items was pilot tested using a Google form to 110 SHS students after the items had undergone face and content validation by a panel of experts. Furthermore, Classical Item Analysis by calculating the difficulty and discrimination indices was examined to establish test validity. Reliability analysis was also conducted using Cronbach's Alpha ( =0.758) and the Kuder-Richardson formula, (KR-20 = 0.761) which resulted in a deletion of 15 items. In general, this Physics concept test in Kinematics showed an acceptable standard of measurement for classroom use which can be utilized by teachers as a form of diagnostic, formative, and summative tests.

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Development and Validation of Teachers’ Practices on Formative Assessment Scale (TPFAS): A Measure Using Feedback Loop Model

Cited by 4 publications

References 7 publications

FLM-based AFL improves physics engagement and conceptual understanding

FLM-based AFL improves physics engagement and conceptual understanding

Effects of Feedback Loop Model on Teachers’ Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment

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