The Importance of Assessment Literacy: Formative and Summative Assessment Instruments and Techniques

Córdova, Katherina Edith Gallardo

doi:10.1007/978-981-15-9908-8_1

Cited by 8 publications

(12 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Minimally supervised robots, especially comprehensive exercise coach robots, can more effectively support community rehabilitation by providing both types of feedback. When present simultaneously, these types of feedback can inform both users and exercise therapy experts about progress toward their therapy goals 76 . These types of feedback could thus enable robots to become standalone exercise coaches that help compensate for healthcare worker shortages 28 .…”

Section: Discussionmentioning

confidence: 99%

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Mohan,

Nunez,

Kuchenbecker

2024

Sci Rep

View full text Add to dashboard Cite

Human instructors fluidly communicate with hand gestures, head and body movements, and facial expressions, but robots rarely leverage these complementary cues. A minimally supervised social robot with such skills could help people exercise and learn new activities. Thus, we investigated how nonverbal feedback from a humanoid robot affects human behavior. Inspired by the education literature, we evaluated formative feedback (real-time corrections) and summative feedback (post-task scores) for three distinct tasks: positioning in the room, mimicking the robot’s arm pose, and contacting the robot’s hands. Twenty-eight adults completed seventy-five 30-s-long trials with no explicit instructions or experimenter help. Motion-capture data analysis shows that both formative and summative feedback from the robot significantly aided user performance. Additionally, formative feedback improved task understanding. These results show the power of nonverbal cues based on human movement and the utility of viewing feedback through formative and summative lenses.

show abstract

Section: Discussionmentioning

confidence: 99%

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Mohan,

Nunez,

Kuchenbecker

2024

Sci Rep

View full text Add to dashboard Cite

show abstract

“…To optimize language evaluation results, learning centers must use appropriate, formative, and summative interventions [10]. Moreover, Soomro [18] pointed out that Alderson and Wall, the inventors of the -consequence‖ idea, claim that it affects how teachers and students act.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Additionally, numerous researchers have covered the consequence effect, concentrating on teachers and learners seeking English language acquisition [10]. In their research, Gallardo [10] found that consequence effects on the assessments administered for EFL takers are higher due to the pressure and stakes that accompany them compared to Arabic tests.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Alanezi,

Alenezi

2024

IJLL

View full text Add to dashboard Cite

The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

show abstract

“…There is vast literature about how learning assessment for planning, conducting and analyzing student results related to how their performance should be deployed (Tai et al, 2018). Undoubtedly, during the last two years, much has been said about the importance of assessment literacy and standards for guiding learning assessment decisions while the efforts for maintaining educational high quality was a priority around the world (Bijsterbosch et al, 2019;Gallardo, 2020;Pastore & Andrade, 2019). These decisions turned especially difficult during the pandemic for graduate and postgraduate competency-based education programs.…”

Section: Assessment For Taking Decisions Based On Standardsmentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

Self Cite

View full text Add to dashboard Cite

A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.

show abstract

The Importance of Assessment Literacy: Formative and Summative Assessment Instruments and Techniques

Cited by 8 publications

References 60 publications

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Closing the loop in minimally supervised human–robot interaction: formative and summative feedback

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Contact Info

Product

Resources

About