Visualization of Formative Assessment in Classrooms: Three Feedback Questions in Instructional Processes for Enhance Independence to Be a Proactive Learner

Abstract

This research is a practical study on assessment for learning that encourages independence of students in Japanese high schools implementing a biological science curriculum practices focusing in biodiversity. In order for a student to be a proactive learner, it is necessary to improve the students' self-regulation abilities. First, design classes based on the three feedback questions have practiced in the instructional process: "Where are we going?" "Where are we?" and "How will we get there?" [1]. Tablet devices were used as formative assessment tools for learning activities. This made it possible to provide students with short-term feedback from learning activities, and to observe evidence of a link with the improvement of the capacities for activeness, collaboration, and self-regulation. Furthermore, It is also effective for teachers from the aggregate results collected from the tablet devices, the learning needs of the class as a whole as well as those of individual students and groups were visualized, and it became possible to plot the integration of instruction and assessment. Finally, It has attempted to visualize the Formative assessment by teachers and students on the learning process through a unit. To achieve this, the Developing and Evaluating Measures of Formative Assessment Practices (DEMFAP) framework was adopted [2]. By visualizing formative assessment, teacher's guidance on teaching and student's learning was improved qualitatively. According to the post-research questionnaire, it seems clear that many students have improved the competency in the form of independence and cooperativeness. This paper discusses the detailed outcomes of this research.