Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice

Cisterna, Dante; Gotwals, Amelia Wenk

doi:10.1080/1046560x.2018.1432227

Cited by 26 publications

(19 citation statements)

References 46 publications

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“…Thông qua đánh giá quá trình, giáo viên và học sinh xác định được các bằng chứng về kết quả học tập cũng như sự tiến bộ của HS từ đó có những quyết định để cải thiện chất lượng (Black & Wiliam, 1998;Shepard, 1995). Mặc dù đánh giá quá trình có những vai trò đặc biệt quan trọng như vậy nhưng việc thực hiện đánh giá quá trình có hiệu quả trong thực tiễn là thách thức lớn đối với giảng viên (Cisterna & Gotwals, 2018;Heritage et al, 2009). Một trong những nguyên nhân cản trở việc thực hiện đánh giá quá trình trong thực tế là nhận thức và kĩ năng của giảng viên về loại hình này còn hạn chế (Black & Wiliam, 1998).…”

Section: Mở đầUunclassified

Training Process of Formative Assessment Skills for Pre-Service Biology Teachers at University of Science and Education, the University of Danang

Nguyen

2021

UED-JSHE

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Formative assessment can be seen as an integral part of teaching and learning since this type of assessment has a positive impact on teaching and learning quality. A focus on forming and developing formative assessment skills for pre-service teachers is highly necessary in the context of innovating teaching towards capacity and quality development. This article presents the training process to foster awareness and skills of formative assessment for pre-service Biology teachers at University of Science and Education, the University of Danang. This process is formed based on the analysis of the literature on formative assessment and the curriculum of the Biology Teacher Education program at the university, and also on the consultation with educational experts for higher feasibility. The training process consists of three stages, which are mainly carried out in the Testing and Evaluation in Teaching Biology module and partlyincorporated in the Teaching Practicum module.

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Section: Mở đầUunclassified

Training Process of Formative Assessment Skills for Pre-Service Biology Teachers at University of Science and Education, the University of Danang

Nguyen

2021

UED-JSHE

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“…After problem clarification, the teacher must formulate concrete assumptions that specify the pursued question and diagnostic criteria or indicators to be assessed to test these assumptions (e.g. student knowledge, subjective understanding; Antoniou and James 2014; Cisterna and Gotwals 2018;Hondrich et al 2016;Ruiz-Primo and Furtak 2007;van den Berg et al 2016). The teacher also has to define the mode of variable operationalization (e.g.…”

Section: Collection and Integration Of Diagnostic Information As The Core Of Teachers' Diagnostic Activitiesmentioning

confidence: 99%

“…The obtained findings are the basis for hypothesis testing, which offers the opportunity to check the plausibility of the effects of the chosen microadaptive strategies in terms of practical evidence for their educational value (e.g. motivational or knowledge gains from specific kinds of teacher feedback or specific instructional methods; Box et al 2015;Cisterna and Gotwals 2018;Hondrich et al 2016;van den Berg et al 2016). Several elaborated learning analytics frameworks for collection and integration of diagnostic information exist that incorporate, for instance, different data-flow architectures, data analysis algorithms and modes of data representation (e.g.…”

Section: Collection and Integration Of Diagnostic Information As The Core Of Teachers' Diagnostic Activitiesmentioning

confidence: 99%

A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System

2020

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Addressing heterogeneity in the classroom by adapting instruction to learners’ needs challenges teachers in their daily work. To provide adaptive instruction in the most flexible way, teachers face the problem of assessing students’ individual characteristics (learning prerequisites and learning needs) and situational states (learning experiences and learning progress) along with the characteristics of the learning environment. To support teachers in gathering and processing such multidimensional diagnostic information in class, we have developed a client–server based software prototype running on mobile devices: the Teachers’ Diagnostic Support System. Following the generic educational design research process, we (1) delineate theoretical implications for system requirements drawn from a literature review, (2) describe the systems’ design and technical development and (3) report the results of a usability study. We broaden our theoretical understanding of heterogeneity within school classes and establish a basis for technological interventions to improve diagnostic accuracy in adaptive instructional strategies.

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“…There are different types of feedback as descriptive, evaluative, or formative (Hattie & Timperley, 2007). Researchers indicated that just focusing on right answers to provide evaluative feedback is not effective for learning, thus it is suggested for teachers to provide more descriptive and formative feedback to guide students to engage in learning to understand a phenomena or complete a learning task on their own (Cisterna & Gotwals, 2018;Hattie & Timperley, 2007;Izci, 2013). Having students review assessment results individually or in groups is also a way for use of assessment results.…”

Section: Assessment Literacymentioning

confidence: 99%

Investigation of an Alternatively Certified New High School Chemistry Teacher’s Assessment Literacy

İzci

Siegel²

2019

International Journal of Education in Mathematics, Science and Technology

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Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher"s understanding and practices of classroom assessment to help educators and researchers to support teachers" assessment literacies. This study used holistic case study design to explore the teacher"s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher"s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning.

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Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice

Cited by 26 publications

References 46 publications

Training Process of Formative Assessment Skills for Pre-Service Biology Teachers at University of Science and Education, the University of Danang

Training Process of Formative Assessment Skills for Pre-Service Biology Teachers at University of Science and Education, the University of Danang

A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System

Investigation of an Alternatively Certified New High School Chemistry Teacher’s Assessment Literacy

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