L'émergence de l'évaluation formative a ouvert un domaine de recherche à part entière sur les évaluations d'apprentissage. Face à la complexité des modèles évaluatifs et à l'élargissement conceptuel, ...nous décidons de revisiter quelques travaux fondamentaux pour saisir l'essence de la problématique, afin d'étudier plus précisément l'aspect du « soutien d'apprentissage », et de ré-appréhender l'acte d'évaluer en termes de processus à travers la notion de « rapport au savoir ».
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.
This study aims to explore the use of Edmodo in formative assessment and students' perceptions on the use of Edmodo writing. This study uses a basic interpretive design. An English teacher and seven ...students participated in this research. It used observations, interviews, and documentation to collect data to answer these two research questions. The findings showed that the Edmodo-assisted writing formative assessment builds teacher technological pedagogy, and content knowledge. The students’ responses are viewed from cognitive aspect. Furthermore, the students can improve and explore the ability to writing skills. From the emotional perspective, the students feel more enjoyable and enthusiastic when doing a formative test. Whereas in the affective perspective, the students seemed more interested in assessment manually by the teacher through individual correction analysis.
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.
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.
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.
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