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.
A meta-review of the student role in feedback Van der Kleij, Fabienne M.; Adie, Lenore E.; Cumming, J. Joy
International journal of educational research,
2019, 2019-00-00, Letnik:
98
Journal Article
Recenzirano
•Meta-review of how the student role has been conceptualised in feedback reviews.•Four categories of student role were established from the analysis of 68 reviews.•The categories show a transition ...from students as non-participant to having agency.•Feedback reviews are evolving towards a student-centred perspective.•Results do not show a linear progression across categories over time.
Recent formative assessment research recognises the need for students to be active participants in feedback processes. This meta-review investigates evolution and reconceptualization of the student role in feedback research reviews published since 1969. Sixty-eight relevant reviews were identified, systematically coded and analysed. Four student role categories were established: no student role (transmission model); limited student role (information processing model); some student role (communication model); and substantial student role (dialogic model). While reviews have evolved towards the student-centred perspective, this is not a linear progression over time and critical ideas about the student role in feedback have been overlooked or only partially or simplistically adopted. The findings will assist researchers to understand assumptions about student roles in previous feedback research.
With the advancement of blended learning and learning management systems, online formative assessment plays a critical role in helping students self-evaluate their learning progress and performance. ...However, there is insufficient research exploring the design of formative assessments in such settings. This quasi-experimental study aimed to assess the effectiveness of an online formative assessment model in a blended learning environment for higher education students. A total of 271 participants were divided into two groups: an experimental group with courses following the proposed assessment model, and a control group receiving traditional model. A survey was conducted at the end of the courses to measure students’ motivation and engagement. Propensity score matching was applied to confirm the sample balance between groups. Based on the matching findings, 78 students in each group were chosen for further analysis. The results from a t-test and qualitative data showed that the proposed assessment model significantly improved students’ motivation and engagement. It highlighted the importance of designing learning and assessment activities in blended learning environment. This model is expected to be applied broadly to test its utility in different majors in higher education.
Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been ...steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited value as scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data.
•Rubrics are popular assessment tools that have received considerable criticism.•Our aim was to explore the focus and empirical evidence behind this criticism.•27 publications were identified, 93 excerpts were extracted and organized into six themes.•Only a few studies provided empirical support for their claims.•Rubrics seem to have more benefits than drawbacks, especially when used formatively.
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.
•Identifies various prerequisites for formative assessment in the classroom.•Distinguishes between assessment for learning and data-based decision making.•Focusses on the role of the teacher ...implementing formative assessment in the classroom.•Results highlight importance of assessment and data literacy, teacher collaboration, and pedagogical content knowledge.•Presents a conceptual model of teacher prerequisites for formative assessment implementation.
Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The review sought to address the following research question: What teacher prerequisites need to be in place for using formative assessment in their classroom practice? The review was conducted using a systematic approach. A total of 54 studies were included in this review. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.
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