Evolution of Ideas About Assessment in Science: Incidence of a Formative Process

López-Lozano, Lidia; Solís, Emilio; Azcárate, Pilar

doi:10.1007/s11165-016-9591-1

Cited by 10 publications

(4 citation statements)

References 32 publications

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“…Evaluation is an essential part of every learning-teaching process. When considering how to evaluate students, one has to realize that different evaluation tools should provide different information [45]. Therefore, researchers designed a sequence of tasks, deliverables, and evaluation tools to assess students' performance.…”

Section: Evaluation: Tracking Students' Learning Processmentioning

confidence: 99%

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

2021

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In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers’ difficulties are connected to the students’ performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more “reasoning and designing” strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.

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Section: Evaluation: Tracking Students' Learning Processmentioning

confidence: 99%

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

2021

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“…Assessments given by teachers while the learning process takes place can cause some problems such as inening assessments that can hinder the conceptual understanding of learners. (López-Lozano et al, 2018) This statement also supported by the opinion (McCarthy, 2017) that teachers' formative assessments are used solely to determine if learners have mastered their content, with no feedback supplied to learners, so that learners are unaware of material that has not been grasped.…”

Section: Introductionmentioning

confidence: 98%

Application of Formative Assessment to Analyze Students' Problem-Solving Skills

Mahardika

Zainuddin²

2022

J. Prisma. Sains

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The purpose of this study was to investigate students' problem-solving abilities using parabolic motion material through the use of formative assessments. The research method adopted is a survey combined with a qualitative descriptive analysis. This study was conducted at SMA Muhammadiyah X Surabaya with 123 students as respondents, 65 of whom were male and 58 of whom were female. On the parabolic motion material, the question instrument is utilized to examine the profile of problem-solving abilities. The results indicated that the problem-solving skill profile of X MIPA students at SMAM X Surabaya was low, with 49.94% falling into the inadequate category. Female students have a stronger capacity for problem-solving than male students. These findings demonstrate that students each possess unique strengths and advantages. Formative assessment has a beneficial effect on students' problem-solving abilities when they are exposed to parabolic motion content.

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“…Initially, it was used to try to implement forms of individual control and its extension to forms of social control. In the beginning, it appeared as an activity and technique called the exam, which aimed to assess the knowledge possessed by students after a given teaching (López-Lozano et al, 2018;Rosales, 2014).…”

Section: Introductionmentioning

confidence: 99%

Formative assessment in Physical education and its relation to the level of attention of primary school children

López¹,

Maneiro-Dios²,

Moral-García³

2022

Spec eduk i rehabilitacija

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Introduction. The aim of this study was to analyse the relationship between primary school students' perception of the Physical Education teacher's formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student's t-test showed no significant differences except for the number of errors in favour of males (p < .05). In relation to the level of attention, we detected statistically significant differences in metacognitive (p < .05) and retrospective (p < .05) formative assessment in favour of those with a lower level of attention. However, the linear regression test showed a negative association between attention and metacognitive formative assessment (R 2 = .28). Conclusion. It can be concluded that a lower level of attention seems to be associated with a higher perception of primary school students of metacognitive assessment practice associated with internal information processing and with retroactive assessment practice, which is related to the anticipation of learning difficulties. Being aware of the importance of formative assessment in the teaching-learning process, it would be advisable to involve the whole educational community in order to arouse interest among teachers, as it provides essential knowledge in their professional work, contributing to the improvement of academic development as well as to the comprehensive training of all schoolchildren.

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Evolution of Ideas About Assessment in Science: Incidence of a Formative Process

Cited by 10 publications

References 32 publications

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

Application of Formative Assessment to Analyze Students' Problem-Solving Skills

Formative assessment in Physical education and its relation to the level of attention of primary school children

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