Enhancing learning through formative assessment

Jacoby, Jennifer C.; Heugh, Sheelagh; Bax, Christopher M.R.; Branford-White, Christopher

doi:10.1080/14703297.2013.771970

Cited by 30 publications

(20 citation statements)

References 7 publications

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“…Furthermore, Jacoby et al [34] affirm that the framework should be implemented in a dynamic process in which monitoring is to be continuous. Both AFA and SFA methodologies include feedback responses that have to be continually interpreted, constructed and internalized by the student if they are to have a significant influence on subsequent learning.…”

Section: Self-reflection On the Learning Processmentioning

confidence: 99%

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Colomer¹,

Serra-Saurina²,

Ortíz³

et al. 2018

Preprint

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This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

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Section: Self-reflection On the Learning Processmentioning

confidence: 99%

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Colomer¹,

Serra-Saurina²,

Ortíz³

et al. 2018

Preprint

View full text Add to dashboard Cite

show abstract

“…This was aided by interviews with biology teachers and focus group discussions with students. Moreover, the ex-post facto quantitative approach (Creswell, 2012) including preand post-lesson formative assessment was employed to ascertain the differences in student's adaptations over pedagogical language strategies introduced in learning invertebrates' content (Jacoby et al, 2013). The motivation to use the formative assessment is rooted in the findings of a study conducted by Kwan (2011) which points that formative assessment is appreciated to disclose feedbacks to identify and distinguish differences in students' knowledge within the subject.…”

Section: Research Approach and Designmentioning

confidence: 99%

Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools

David

Nsengimana

2021

EURASIA J Math Sci Tech Ed

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Teaching and learning of invertebrate systematic require effective pedagogical language strategies since the terms used are most in English and Latin. The Tanzania education policy specifies that the medium language of instruction in primary must be Kiswahili, while English has to be used in post-primary education. Consequently, secondary school biology students find difficult to cope with learning in the context of foreign language. This paper aims at presenting the investigation on how pedagogical language strategies can effectively support teachers and learners during teaching and learning of systematic invertebrates in Tanzania secondary schools. Data were collected using the lesson observation checklist, lesson evaluation sheet, interview with teachers and focus group discussions with learners. A total of 60 sessions, each of 80 minutes were observed in 10 schools. A total of 40 teachers and 400 level four students of the ordinary level participated in the study. Quantitatively, paired sample t-test, means, standard deviations and percentages were used to evaluate and compare changes in learners' performance in preand post-tests. Further, thematic analysis was employed to analyse qualitative data. Key findings from the study indicated that the majority of teachers who participated in the training managed to set competencies and the activities to reinforce the achievements of developed competencies. Again, teachers and learners had a progressive significant improvement over introduced pedagogical language strategies. Overall, there was a statistically significant difference between pre-and post-intervention. Interviews with teachers and focus group discussions with students revealed that the strategies increased students' interactions and activeness in class, which in turn, improved the learning of biology content through the English language. This study therefore recommends the pedagogical language strategies to be adopted during teaching and learning of biology, specifically the content of invertebrate systematic.

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“…As a tool for formative assessment, exit tickets are part of a planned and systematic data‐gathering process that is regularly monitored by the instructor in a way that provides consistent and reliable feedback to students (Bransford, Brown, & Cocking, ; Jacoby, Heugh, Bax, & Branford‐White, ) and helps instructors make sure students are learning what they want students to learn.…”

Section: Our Study: Twitter As a Platform For Strategy Delivery And Imentioning

confidence: 99%

Teaching With a Technological Twist: Exit Tickets via Twitter in Literacy Classrooms

Amaro-Jiménez¹,

Hungerford-Kresser²,

Pole³

2016

J Adolescent & Adult Lit

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In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hear student voices. Likewise, analyses showed the most important benefit of the strategy was an immediacy to classroom interactions. Examples of these interactions and the value in the immediacy, which allowed the instructor to capitalize on teachable moments and cocreate curriculum with students, are highlighted.

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Enhancing learning through formative assessment

Cited by 30 publications

References 7 publications

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools

Teaching With a Technological Twist: Exit Tickets via Twitter in Literacy Classrooms

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