The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment ...to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.
•Significant correlations between CBFA usage rates and teacher comfort with technology, belief in technology, and autonomy.•Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels.•Teachers using CBFA could advance of professional development to support using technology to formatively assess students.•Increased CBFA usage on student achievement could further display how achievement may be related to increased use of CBFA.
In this paper, we explore assessment in teaching/learning Italian as a foreign language. We aim to highlight how evaluation could be used not only as a final judgment but also as a means of learning ...to make language learning effective and profitable. This allows us to verify our path, modify it, and improve it.
El estudio analiza las percepciones que tiene el profesorado universitario y secundario acerca de la evaluación formativa, el uso de las TIC y la articulación curricular presente en la carrera de ...pedagogía en filosofía y los cursos de filosofía en el sistema escolar en Chile. La investigación es cualitativa y se conforma con la implementación de grupos focales, en este proceso participaron profesores de pedagogía en filosofía de una universidad chilena y profesores de centros particulares subvencionados de educación media o secundaria. Los resultados de esta investigación arrojan luz sobre las similitudes y tensiones discursivas que existen entre los diferentes actores del campo de la educación universitaria y secundaria en torno a la evaluación formativa, la tecnología y la articulación curricular.
Los procesos de evaluación participados por el estudiante pueden contribuir a la autorregulación a través del desarrollo del feedback entendido como acción sostenible. Este a su vez viene ...condicionado por el juicio evaluativo, el cual se fomenta a través de estrategias de apropiación de los criterios, de aplicación de los mismos a la propia tarea o a la de los iguales y de reflexión sobre dicha aplicación. Se realiza una revisión de literatura acerca de la apropiación de los criterios a partir del análisis de 14 artículos. Los resultados muestran los beneficios de desarrollar estrategias de apropiación de los criterios en términos de aumento de la calidad de las tareas. Destaca el uso de ejemplares y de rúbricas, así como de prácticas de evaluación entre iguales. Sin embargo, este proceso no se produce sin un andamiaje. El papel del profesorado es imprescindible tanto para proponer el diseño explícito de estrategias que lleven a la fijación y comprensión de los criterios como para mediar en el proceso que realiza el estudiantado durante la aplicación de los mismos, lo cual permite establecer ciertas implicaciones sobre los procesos de formación para fortalecer la alfabetización evaluativa tanto de estudiantado como de profesorado.
This study (1) investigated similarities and differences in feedback perceptions among teachers and students and (2) explored the association between individual student characteristics and students' ...feedback perceptions. Survey data were collected from 59 teachers and 186 students in secondary English and mathematics classes in five Australian schools. Feedback quality was perceived more positively by teachers than students, and English teachers reported higher levels of facilitation of feedback use than students. Student self-reported levels of self-efficacy, intrinsic values and self-regulation predicted students’ perceptions of feedback quality. These individual student characteristics mediated the relationship between student achievement levels and feedback quality perceptions.
•Investigated teacher and student feedback perceptions in secondary English and mathematics using surveys.•Overall, feedback quality was perceived more positively by teachers than students.•Teachers were significantly more positive about facilitation of feedback use than students in English.•Students' self-reported self-efficacy, intrinsic values and self-regulation predicted their perceptions of feedback quality.•Self-efficacy, intrinsic values + self-regulation mediated the impact of achievement level on feedback quality perceptions.
This research aimed to find out (1) how do EFL lecturers perceive formative assessment? (2) How do EFL lecturers practice formative assessment? This research employed a qualitative research design ...based on a case study approach involving three EFL lecturers in STAIN Majene. Data collection methods include interviews, classroom observations, and documentation. The result of the study showed that (1) the EFL lecturers perceived formative assessment practice mainly as a process of giving feedback for the student's improvement and for adjusting their instruction. and (2) learning targets, monitoring, feedback, self-assessment, and peer assessment assisted the EFL lecturers and students in achieving their learning objectives. The present study concluded that EFL lecturers perceived that the experience of implementing formative assessment has shaped their perceptions of EFL lecturers. The EFL lecturers got various and different experiences in practicing formative assessment.
Despite the critical role of formative assessment in instruction, there is a lack of theory-driven instruments that specifically assess teachers’ formative assessment literacy. This paper reports the ...development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). The instrument was developed on a three-dimensional model of formative assessment, aiming at assessing the conceptual, practical, and socio-emotional aspects of formative assessment literacy. Survey data were collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, and confirmatory factor analysis supports this structure. Rasch analysis results further support its scale dimensionality and item quality. In addition, the relations between TFALS scores and teachers’ formative assessment practices demonstrate the instrument’s external validity. Overall, the results suggest that the TFALS is an appropriate instrument for assessing teachers’ formative assessment literacy. The potential of using the TFALS in research and practice is discussed.
•The TFALS assesses teachers’ formative assessment literacy.•The TFALS contains conceptual, practical, and socio-emotional dimensions.•The scale quality was examined and endorsed by factor analysis and Rasch analysis.
Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study ...we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness.
•Feedback in a formative assessment (FA) intervention is perceived as useful.•FA in mathematics has an impact on students' self-efficacy and interest.•FA has an indirect effect on interest via students' perception of its usefulness.•FA has a small indirect effect on achievement via students' self-efficacy.•No indirect effects via both intervening variables together were found.
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