Αποτελέσματα Αναζήτησης
1 Ιαν 2020 · Using assessment for a formative purpose is intended to guide students’ learning processes and improve students’ learning outcomes (Van der Kleij, Vermeulen, Schildkamp, & Eggen, 2015; Bennett, 2011; Black & Wiliam, 1998).
- Data-Informed Curriculum Reform
Education is usually depicted as a field in which teachers...
- Thinking About Data
The left side of the model also accounts for four factors...
- A Case Study of an Edison Project School
This process culminates in the creation and subsequent...
- Case Studies Into Teachers
However, while formative practices like peer- and...
- Identifying Enablers and Barriers
Introduction and theoretical framework. Data-based decision...
- Secondary School Students
The study's main findings are summarised in Fig. 1 with the...
- Multiple Initiatives, Multiple Challenges
Prior research has shown that at the school level,...
- Early Lessons From Delaware
In 2010–2011 the Delaware Department of Education (DE DOE)...
- Data-Informed Curriculum Reform
1 Φεβ 2011 · This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative. assessment, the claims commonly made for its...
researcher James Popham’s definition states clearly that ‘formative assessment is not a test but a process that produces not so much a score but a qualitative insight into student understanding’ (Popham 2008, p. 6). The process and outcomes of formative assessment are the focus
26 Μαΐ 2021 · This article provides often cited, seminal research studies claiming to provide evidence of a link between formative assessment and student achievement. Being central to the formative assessment process, works addressing the role of feedback are explored.
6 Νοε 2023 · The definition of FA highlights three main themes: (a) it is part of daily teaching practice; (b) both teachers and students are involved in the process; and (c) the information gathered during this process should help shape teaching (Gotwals, 2018).
Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process.
The purpose of this research is to examine the effects of formative assessment practices on students’ academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class.
