Secondary school teachers' use of online formative assessment during <scp>COVID</scp>‐19 lockdown: Experiences and lessons learned

Veugen, Maria Joanna; Gulikers, J.T.M.; Brok, Perry den

doi:10.1111/jcal.12699

Cited by 5 publications

(1 citation statement)

References 28 publications

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“…The most common ways of measuring knowledge are formative and summative assessments. Formative assessment is seen as a means that allows the teacher to guide and monitor the learning process in both face-to-face and online spaces (Veugen, Gulikers, den Brok, 2022;Anziani et.al., 2008).…”

Section: Introductionmentioning

confidence: 99%

What We Know After the Pandemic. Online and Face-to-Face Testing in Comparative Perspective

Stradiotová

Némethová²,

Štefančík³

2022

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The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.

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Section: Introductionmentioning

confidence: 99%

What We Know After the Pandemic. Online and Face-to-Face Testing in Comparative Perspective

Stradiotová

Némethová²,

Štefančík³

2022

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Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning

Veugen,

Gulikers,

den Brok

2024

J Form Des Learn

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By applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions: (1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases: (1) Clarifying expectations, (2) Eliciting student responses, (3) Analysing and interpreting responses, (4) Communicating about responses and (5) Taking follow-up actions: adapting teaching and learning. Fourteen teachers planned and implemented formative assessment that created co-regulated learning to stimulate students’ self-regulated learning. Teachers’ analysed lesson plans, audio reflections and colleague observations showed that teachers and students used more formative assessment during the lesson than that was planned beforehand. In most of the formative assessment practices, students were stimulated by their teachers to actively engage in, and take responsibility for, formative assessment practice. This resulted in students showing formative assessment behaviour that included self-regulated learning. The results of this study can help teachers and researchers to better recognise and implement formative assessment that creates co-regulated learning to stimulate student self-regulated learning.

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Teacher candidates’ experiences of emergency remote assessment during COVID-19

Asamoah,

Baidoo-Anu,

Quainoo

et al. 2024

SN Soc Sci

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Secondary school teachers' use of online formative assessment during COVID‐19 lockdown: Experiences and lessons learned

Cited by 5 publications

References 28 publications

What We Know After the Pandemic. Online and Face-to-Face Testing in Comparative Perspective

What We Know After the Pandemic. Online and Face-to-Face Testing in Comparative Perspective

Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning

Teacher candidates’ experiences of emergency remote assessment during COVID-19

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