Formative assessment and teaching practice: the point of view of Italian teachers

Pastore, Serafina; Manuti, Amelia; Scardigno, Anna Fausta

doi:10.1080/02619768.2019.1604668

Cited by 18 publications

(11 citation statements)

References 41 publications

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“…However, there are strategies such as differentiated learning, addressing learning gap, effective feedback and peer-and self-assessment which were not practised enough by the respondents. These strategies have been identified as difficult and may be one of the reasons behind the lack of use of FA (Johnson et al, 2019;Lysaght & O'Leary, 2013;Pastore et al, 2019). This difficulty causes teachers to view FA as an added burden instead of seeing it as one of important elements in their teaching (Coffey, Hammer, Levin, & Grant, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Results from a study based on Theory Of Planned Behaviour by Yan and Cheng (2015) showed instrumental attitude was a significant predictor of teachers' intention to conduct FA. A positive attitude was also identified as a key factor to positive implementation of FA and vice versa (Hajah Norwati, Mohd Isa, Ab Halim, & Mohd Aliff (2016); Pastore, Manuti, & Scardigno (2019). These findings however are in disagreement with Black and Wiliam (2018) who think teachers' assessment practise may not always mirror their belief and attitude.…”

Section: Introductionmentioning

confidence: 99%

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Formative Assessment: Master Trainers’ Attitude and Practice

Samad¹,

Haron²

2021

TET

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Formative Assessment (FA) as discussed by Black and Wiliam (1998) was introduced to English teachers in 2018 through English Language Education Reform which aligns the curriculum, teaching and learning, and assessment to the Common European Framework of Reference (CEFR). A group of teachers were handpicked by the Ministry of Education (MOE) to undergo a centralized training regarding FA with Cambridge Assessment in English Language Training Centre (ELTC). These teachers were then appointed as Master Trainers (MT) and were tasked to train teachers all over the country. However, two years after the introduction, little application of the assessment can be seen in schools. Hence, the research focusses on the MTs to see whether they themselves possess good attitude towards the assessment and practise the principles of assessment. Data was collected from 40 MTs all over Malaysia through a questionnaire which was distributed online. Overall, data from the questionnaire have revealed that the participants have positive attitudes towards FA and the assessment is an establishing practice in their classroom. Even though there is a positive correlation between attitude and practice, attitude is found to play a small role. Therefore, more support should be provided by MOE to teachers as to ensure assessment for learning is practised widely by English teachers in the nation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Formative Assessment: Master Trainers’ Attitude and Practice

Samad¹,

Haron²

2021

TET

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“…Thus, based on the theoretical and practical foundations of world and domestic experience, it can be concluded that as part of the educational process, assessment and control and evaluation activities as a whole act as an independent element of the content of education, requiring development (Azmy and Mokhtar, 2017;Marinkovich et al, 2018;Mohamadi Zenouzagh, 2019;Pastore et al, 2019;Silseth and Gilje, 2019). At the same time, the assessment system allows to receive integral and differentiated information about the educational process, track individual student progress in achieving the planned results, provide feedback for teachers, students, and parents, track the effectiveness of the educational program (Luckin et al, 2017;Meek et al, 2017;Houston and Thompson, 2017;Black and Wiliam, 2018;Tienson-Tseng, 2019).…”

Section: Evaluation Systems In Different Countriesmentioning

confidence: 99%

Criteria-Based Assessment as the Way of Forming Students Functional Literacy in Computer Science

Avdarsol¹,

Rakhimzhanova²,

Bostanov³

et al. 2020

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For a long time, the primary approach to assessment was the normative approach when the individual achievements of students were compared with a particular norm (the results of most students). Recently, domestic pedagogical research has been developing a criteria-based approach to assessing academic achievement when students' achievements are compared with the amount of knowledge that needs to be acquired at a particular stage of training. This study aimed to determine the role of criteria-based assessment in the formation of students functional literacy in computer science and to build a criteria-based assessment model in the development of functional literacy beyond to demonstrate the effectiveness of the methods of formation of students functional literacy in computer science. The leading research methods were the criteria-based assessment methodology developed by the authors and the method of formative assessment. Some elements of the methodology of forming evaluation were considered. For further development of the methods for the formation of students functional literacy in computer science, a criteria-based assessment model has been built. The introduction of criteria-based assessment will allow to switch to a formative evaluation aimed at developing student competence. The evaluation, consisting of criteria that a student understands, stimulates him and makes the learning process meaningful. Based on practical experiments and the proposed criteria-based assessment, the effectiveness of methods for the formation of students functional literacy in computer science has been proved.

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“…Dokümantasyon süreci, çocukların öğrenmeye dair kanıtlarının çeşitli kaynaklardan, örneğin; gözlem tekniklerinden, gelişim ölçeklerinden, portfolyolardan, panellerden toplanmasını ve bunların hem çocuklarla hem de ebeveynlerle paylaşılıp, yorumlanmasını içermektedir (Rintacorpi ve Reunamo, 2016). Son yıllarda alanyazın, PD'nin öğretmenlerin günlük eğitim ve öğretim uygulamalarıyla yakından bağlantılı olarak, PD'nin erken çocukluk eğitiminde güçlü bir değerlendirme aracı olduğunu ileri sürmektedir (Pastore, Manuti ve Scardigno, 2019). Dokümantasyon süreci temelde çocukların başarılarına odaklanmakta ve planlama, gözlemleme, veri toplama, yorumlama ve karar-verme gibi döngüsel bir süreç içinde ilerlemektedir (Buldu, Şahin ve Yılmaz, 2018;Emilson ve Pramling-Sammuelsson, 2014;Project Zero and Reggio Children, 2011).…”

Section: Introductionunclassified

Changes in Early Childhood Teachers’ Assessment Practices: Positioning Pedagogical Documentation

Buldu

Olgan²

2021

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Okul öncesi eğitimde; çocukların öğrenme hikâyelerine ait izlerinin Pedagojik Dokümantasyon (PD) yoluyla toplanması, çocuğu merkeze alan bir müfredatın geliştirilmesinde yardımcı olduğu için, giderek daha fazla kabul görmektedir. Ancak, farklı eğitim bağlamlarında çocuk-merkezli değerlendirme uygulamaları oluşturmakla ilgili hala eksiklikler bulunmaktadır. Bu nedenle bu çalışmada, Türkiye'deki okul öncesi öğretmenlerinin bir dizi PD eğitimine katıldıktan sonra, değerlendirme uygulamalarında ve PD süreçlerinde nasıl bir değişim olduğunun araştırılası amaçlamaktadır. Bu çalışma, yürütülen büyük bir projenin parçası olarak, iki okul öncesi öğretmeni ile gerçekleştirilmiş bir vaka çalışmasıdır. Veriler, video-tabanlı gözlemler, görüşmeler ve iki dönem süren sınıf-içi etkinliklerden fotoğraflar çekilerek toplanmıştır. Bulgular, her iki öğretmenin değerlendirme uygulamalarının, PD uyguladıktan sonra değiştiğini ortaya koymuştur. Her iki öğretmen; daha spesifik olarak, paneller, portfolyolar ve aylık bültenler dahil olmak üzere farklı PD araçlarını kullanmaya başlamıştır. Buna paralel olarak, çocukların öğrenme süreçlerini, paylaşım zamanı ile akranlarıyla paylaştıkları ve tartıştıkları bir ortam yaratmışlardır. Tartışmalarda ve önerilerde; PD'nin okul öncesi eğitimde bir değerlendirme aracı olarak uygulanmasının potansiyel önemi ele alınmıştır. Pedagojik dokümantasyon Mesleki gelişimOkul öncesi eğitim Değerlendirme Öğretmen uygulamaları

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Formative assessment and teaching practice: the point of view of Italian teachers

Cited by 18 publications

References 41 publications

Formative Assessment: Master Trainers’ Attitude and Practice

Formative Assessment: Master Trainers’ Attitude and Practice

Criteria-Based Assessment as the Way of Forming Students Functional Literacy in Computer Science

Changes in Early Childhood Teachers’ Assessment Practices: Positioning Pedagogical Documentation

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