Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise
students’ academic performance. The use of gamification in assessment has the ...potential to reduce test anxiety.
Aims &Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments.
Place and Duration of Study:The study was conducted at Shifa Tameer-e-Millat University and Bahria University Medical and Dental College from July to December 2022
Material &Methods: The present mixed-method study used Nist& Diehl Patrick-Henry-Community-College (PHCC) questionnaire to measure test anxiety in 251 medical students of Year 1&2 MBBS after formative MCQ assessments based on the Biochemistry course related to the structure and Metabolism of carbohydrates delivered during their respective modules using gamified and non-gamified online applications in the quantitative phase. Qualitative data was collected through interviews with students based on their test anxiety scores. Sciences (SPSS) version 26.0 was used to analyze the quantitative data, a p-value of ?0.05 was considered significant.
Results: Mean anxiety scores of male students in all groups were significantly lower than female students. There was no significant difference in the test anxiety score of students taking assessments through gamified and non-gamified assessment tools.
Conclusion: Female students reported significantly higher anxiety scores both in gamified and non-gamified formative assessments. There was no significant difference in the test anxiety scores of students taking assessments through gamified and non-gamified assessment tools. Qualitative analysis revealed a positive effect on the motivation of the learners using gamified assessment tools.
The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether ...SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.
•The first study to test SRL skills as drivers of performance during formative tasks.•SRL skills and grades were measured in two learning contexts: blended and online.•There were differences between learning contexts, SRL capabilities, and performance.•Successful online learners were confident, managed their time and efforts.•Successful blended learners were confident and regulated their effort.
Currently, developing technology encourages English teachers to be able to use several educational platforms. Quizizz is one of the educational innovations carried out to achieve learning goals. This ...study uses a qualitative descriptive research method. In this research, the focus is on exploring how students perceive Quizizz, a formative assessment tool rooted in the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adapts and customizes an interview guide from prior research and investigates four aspects: performance expectations, effort expectations, social influence, and facilitating conditions. Researchers conducted research at SMK Sumber Ilmu Tulangan, using Quizizz as a formative assessment tool in English lessons. Data collection included semi-structured interviews and documentation showing positive responses to performance expectations, effort expectations, social influence, and facilitating conditions. However, concerns were raised regarding the limitations of question types, signal problems, and the lack of school-provided facilities.
Since our 1998 review of research on classroom assessment and learning was published, we have contributed to theorising formative assessment, but recognise that this work is incomplete. In this ...paper, we take up a suggestion by Perrenoud that any theory of formative assessment must be embedded within a wider theoretical field, specifically, within a theory of pedagogy. We propose a model whereby the design of educational activities and associated assessments is influenced by the theories of pedagogy, instruction and learning, and by the subject discipline, together with the wider context of education. We explore how teachers may develop productive relationships between the formative and summative functions of classroom assessment, so that their judgements may inform the formal external assessment of students, thus increasing the validity of those assessments. We also show how the model informs the development of theories that give appropriate weight to the role of assessment as part of pedagogy.
Abstract Background Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. ...However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students. Objectives To facilitate the provision of feedback for secondary school teachers via a teacher dashboard, this study identifies requirements for designing a Learning Analytics Cockpit (LA Cockpit), that is, (1) a teacher dashboard that provides teachers with visualisations of results from formative assessment (FA) and (2) a feedback system that supports teachers in providing feedback to students. Methods This study was conducted in the context of STEM classes and is based on semi‐structured co‐design interviews with German secondary school teachers. In these interviews, we first explored challenges teachers encountered in monitoring students' learning and providing feedback. Second, in the ideation phase, teachers were asked to define features an LA Cockpit for FA should have. Finally, in the evaluation phase, we provided teachers with a design template for an LA Cockpit, the LAC_Template, which was built upon our previous work and feedback theory, and asked them to evaluate and improve it. Further design requirements were derived based on the evaluation of the LAC_Template and teachers' suggestions for improvement. Results We derived 16 requirements for designing an LA Cockpit for FA in secondary schools. Findings from the interviews indicated that the feedback system of an LA Cockpit should address teachers' time limitations in giving students individualised feedback. It should therefore be designed to minimise the steps required to deliver feedback. To reduce workload, teachers requested an automated reminder to send feedback, but with the ability to adjust feedback to the learning context. Such a semi‐automated feedback system can help teachers support students individually but also underline the importance of actively involving teachers in the feedback loop and giving them control when using such technologies in secondary school practice. A challenge for future teacher dashboard designs could be to find a balance between technology and teacher control that utilises the strengths of both in a beneficial combination.
Lay Description What is already known about this topic Despite the potential of teacher dashboards to aid instruction, their designs often result in teachers struggling to derive insights from dashboards Most teacher dashboards are designed to display student information but not to facilitate the provision of feedback from teachers to students Results from formative assessment (FA) serve as a strong predictor for student performance, making them a valuable data source for teacher dashboards What this paper adds This paper provides guidelines to develop a Learning Analytics Cockpit, functioning as a teacher dashboard with an integrated feedback system for FA A Learning Analytics Cockpit has the potential to mitigate teachers' lack of time in providing individualised feedback to students While automating feedback can reduce workload, teachers prefer active involvement over complete automation. Implications for practice and/or policy We show how teacher dashboards can go beyond just visualising students' information and enhanced to enable the provision of feedback When incorporating automated features into teacher dashboards, it is crucial to actively involve the role of teachers to ensure beneficial cooperation between teachers and technology
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students ...(N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration.
•Lesson-to-lesson variability exists in teachers' provision of goals and feedback.•Lesson-to-lesson variability exists in students' motivational experiences.•More goal clarification and process feedback relates to more need satisfaction.•More goal clarification relates to less need frustration.•Goal clarification and process feedback build on each other's positive effect.
PDF
