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assessment</title> <meta name="description" content="Search results for: formative assessment"> <meta name="keywords" content="formative assessment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="formative assessment"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5837</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: formative assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5837</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title="assessment practices">assessment practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20for%20use%20of%20formative%20assessment" title=" factors for use of formative assessment"> factors for use of formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/54511/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5836</span> The Impact of Teachers’ Beliefs and Perceptions about Formative Assessment in the University ESL Class Assistant Lecturer: Barzan Hadi Hama Karim University of Halabja</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of formative assessment and its implementation in Iraqi Kurdistan have not attracted the attention of researchers and educators. Teachers’ beliefs about formative assessment as well as their assessment roles have remained unexplored. This paper reports on the research results of our survey which is conducted in 20014 to examine issues relating to formative assessment in the university ESL classroom settings. The paper portrays the findings of a qualitative study on the formative assessment role and beliefs of a group of teachers of English as a Foreign Language (EFL) in the departments of English Languages in Iraqi Kurdistan universities. Participants of the study are 25 Kurdish EFL teachers from different departments of English languages. Close-ended and open-ended questionnaire is used to collect teacher’s beliefs and perceptions about the importance of formative assessment to improve the process of teaching and learning English language. The result of the study shows that teachers do not play a significant role in the assessment process because of top-down managerial approaches and educational system. The results prove that the teachers’ assessment beliefs and their key role in assessment should not be neglected. Our research papers pursued the following questions: What is the nature of formative assessment in a second language classroom setting? Do the teacher’s assessment practices reflect what she thinks about formative assessment? What are the teachers’ perceptions regarding the benefits of formative assessment for teaching and learning English language at the university level? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20beliefs%20and%20perceptions" title=" teachers’ beliefs and perceptions"> teachers’ beliefs and perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/25935/the-impact-of-teachers-beliefs-and-perceptions-about-formative-assessment-in-the-university-esl-class-assistant-lecturer-barzan-hadi-hama-karim-university-of-halabja" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5835</span> Temperament as a Success Determinant in Formative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Fomunyam%20Kehdinga">George Fomunyam Kehdinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a vital part of the educational process, and formative assessment is a way of ensuring that higher education achieves the desired effects. Different factors influence how students perform in assessments in general, and formative assessment in particular and temperament is one of such determining factors. This paper which is a qualitative case study of four universities in four different countries examines how the temperamental make up of students either empowers them to perform excellently in formative assessment or incapacitates their performance. These four universities were chosen from Cameroon, South Africa, United Kingdom and the United States of America and three students were chosen from each institution, six of which were undergraduate student and six postgraduate students. Data in this paper was generated through qualitative interviews and document analyses which was preceded by a temperament test. From the data generated, it was discovered that cholerics who are natural leaders, hence do not struggle to express themselves often perform excellently in formative assessment while sanguines on the other hand who are also extroverts like cholerics perform relatively well. Phlegmatics and melancholics performed averagely and poorly respectively in formative assessment because they are naturally prone to fear and hate such activities because they like keeping to themselves. The paper, therefore, suggest that temperament is a success determinant in formative assessment. It also proposes that lecturers need and understanding of temperaments to be able to fully administer formative assessment in the lecturer room. It also suggests that assessment should be balance in the classroom so that some students because of their temperamental make-up are not naturally disadvantaged while others are performing excellently. Lastly, the paper suggests that since formative assessment is a process of generating data, it should be contextualised or given and individualised approach so as to ensure that trustworthy data is generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=temperament" title="temperament">temperament</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/53666/temperament-as-a-success-determinant-in-formative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5834</span> The Effectiveness of Using Plickers as a Formative Assessment Tool in EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alhanouf%20Alharbi">Alhanouf Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wafa%20Alotaibi"> Wafa Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyse students’ and teachers’ perceptions of using Plickers as a formative assessment tool in EFL classrooms. The study implements a mixed methods approach. First, a questionnaire was administered to 64 students from two schools in Almadinah, a Saudi city. Then, in structured interviews, two English teachers provided their opinions on the advantages and disadvantages of integrating Plickers into their classrooms. The findings reveal that both teachers and students believe that using Plickers positively impacts students’ learning. Moreover, the findings encourage teachers to integrate technology-based formative assessments in EFL classrooms. However, there are some drawbacks to using Plickers, such as technological issues. Finally, English teachers are recommended to engage all their students in a daily formative assessment by implementing Plickers in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=plickers" title="plickers">plickers</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom" title=" EFL classroom"> EFL classroom</a> </p> <a href="https://publications.waset.org/abstracts/144124/the-effectiveness-of-using-plickers-as-a-formative-assessment-tool-in-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5833</span> Formative Assessment in an Introductory Python Programming Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20Jos%C3%A9%20N%C3%BA%C3%B1ez-Ruiz">María José Núñez-Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20%C3%81lvarez-Gonz%C3%A1lez"> Luis Álvarez-González</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristian%20Olivares-Rodriguez"> Cristian Olivares-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Lazo-Letelier"> Benjamin Lazo-Letelier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper begins with some concept of formative assessment and the relationship with learning objective: contents objectives, processes objectives, and metacognitive objectives. Two methodologies are describes Evidence-Based teaching and Question Drive Instruction. To do formative assessments in larges classes a Classroom Response System (CRS) is needed. But most of CRS use only Multiple Choice Questions (MCQ), True/False question, or text entry; however, this is insufficient to formative assessment. To do that a new CRS, call FAMA was developed. FAMA support six types of questions: Choice, Order, Inline choice, Text entry, Associated, and Slider. An experiment participated in 149 students from four engineering careers. For results, Kendall's Range Correlation Analysis and descriptive analysis was done. In conclusion, there is a strong relation between contents question, process questions (ask in formative assessment without a score) and metacognitive questions, asked in summative assessment. As future work, the lecturer can do personalized teaching, because knows the behavior of all students in each formative assessment <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Python%20language" title="Python language">Python language</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20response%20systems" title=" classroom response systems"> classroom response systems</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-Based%20teaching" title=" evidence-Based teaching"> evidence-Based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20drive%20instruction" title=" question drive instruction"> question drive instruction</a> </p> <a href="https://publications.waset.org/abstracts/120270/formative-assessment-in-an-introductory-python-programming-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5832</span> Online Formative Assessment Challenges Experienced by Grade 10 Physical Sciences Teachers during Remote Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Celeste%20Labuschagne">Celeste Labuschagne</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Ramaila"> Sam Ramaila</a>, <a href="https://publications.waset.org/abstracts/search?q=Thasmai%20Dhurumraj"> Thasmai Dhurumraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although formative assessment is acknowledged as crucial for teachers to gauge students’ understanding of subject content, applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. The empirical investigation adopted a generic qualitative design and involved three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study. The study identified a myriad of challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. These challenges include the utilisation of Annual Teaching Plans, lack of technological knowledge, and internet connectivity. The Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20formative%20assessment" title=" online formative assessment"> online formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20sciences" title=" physical sciences"> physical sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=TPACK" title=" TPACK"> TPACK</a> </p> <a href="https://publications.waset.org/abstracts/175113/online-formative-assessment-challenges-experienced-by-grade-10-physical-sciences-teachers-during-remote-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5831</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5830</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5829</span> The Effect of Computer-Based Formative Assessment on Learning Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Thien%20NGO">Van Thien NGO</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to examine the effect of student response systems in computer-based formative assessment on learning outcomes. The backward design course is a tool to be applied for collecting necessary assessment evidence. The quasi-experimental research design involves collecting pre and posttest data on students assigned to the control group and the experimental group. The sample group consists of 150 college students randomly selected from two of the eight classes of electrical and electronics students at Cao Thang Technical College in Ho Chi Minh City, Vietnam. Findings from this research revealed that the experimental group, in which student response systems were applied, got better results than the controlled group, who did not apply them. Results show that using student response systems for technology-based formative assessment is vital and meaningful not only for teachers but also for students in the teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20response%20system" title="student response system">student response system</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20formative%20assessment" title=" computer-based formative assessment"> computer-based formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=backward%20design%20course" title=" backward design course"> backward design course</a> </p> <a href="https://publications.waset.org/abstracts/126789/the-effect-of-computer-based-formative-assessment-on-learning-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5828</span> Knowing Where the Learning is a Shift from Summative to Formative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Ho">Eric Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogical approaches in Asia nowadays are imported from the West. In Confucian Heritage Culture (CHC), however, there is a dichotomy between the perceived benefits of Western pedagogies and the real classroom practices in Chinese societies. The success of Hong Kong students in large-scale international assessments has proved that both the strengths of both Western pedagogies and CHC educational approaches should be integrated for the sake of the students. University students aim to equip themselves with employability skills upon graduation. Formative assessments allow students to receive detailed, positive, and timely feedback and they can identify their strengths and weaknesses before they start working. However, there remains a question of whether university year 1 students who come from an examination-driven secondary education background are ready to respond to more formative assessments. The findings show that year 1 students are less concerned about competition in the university and more open to new teaching approaches that will allow them to improve as professionals in their major study areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=Confucian%20heritage%20cultures" title=" Confucian heritage cultures"> Confucian heritage cultures</a> </p> <a href="https://publications.waset.org/abstracts/34867/knowing-where-the-learning-is-a-shift-from-summative-to-formative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5827</span> Teachers' Assessment Practices in Lower Secondary Schools in Tanzania: The Potential and Opportunities for Formative Assessment Practice Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Joas%20Kahembe">Joyce Joas Kahembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of education assessment reforms in developing countries has been claimed to be problematic and difficult. The socio-economic teaching and learning environment has pointed to constraints in the education reform process. Nevertheless, there are existing assessment practices that if enhanced, can have potential to foster formative assessment practices in those contexts. The present study used the sociocultural perspective to explore teachers’ assessment practices and factors influencing them in Tanzania. Specifically, the sociocultural perspective helped to trace social, economic and political histories imparted to teachers’ assessment practices. The ethnographic oriented methods like interviews, observations and document reviews was used in this exploration. Teachers used assessment practices, such as questioning and answering, tests, assignments and examinations, for evaluating, monitoring and diagnosing students’ understanding, achievement and performance and standards and quality of instruction practices. The obtained assessment information functioned as feedback for improving students’ understanding, performance, and the standard and quality of teaching instruction and materials. For example, teachers acknowledged, praised, approved, disapproved, denied, graded, or marked students’ responses to give students feedback and aid learning. Moreover, teachers clarified and corrected or repeated students’ responses with worded/added words to improve students’ mastery of the subject content. Teachers’ assessment practices were influenced by the high demands of passing marks in the high stakes examinations and the contexts of the social economic teaching environment. There is a need to ally education assessment reforms with existing socio-economic teaching environments and society and institutional demands of assessment to make assessment reforms meaningful and sustainable. This presentation ought to contribute on ongoing strategies for contextualizing assessment practices for formative uses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/42423/teachers-assessment-practices-in-lower-secondary-schools-in-tanzania-the-potential-and-opportunities-for-formative-assessment-practice-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5826</span> An Online Mastery Learning Method Based on a Dynamic Formative Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeongim%20Kang">Jeongim Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Moon%20Hee%20Kim"> Moon Hee Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a novel e-learning model that is based on a dynamic formative evaluation. On evaluating the existing format of e-learning, conditions regarding repetitive learning to achieve mastery, causes issues for learners to lose tension and become neglectful of learning. The dynamic formative evaluation proposed is able to supplement limitation of the existing approaches. Since a repetitive learning method does not provide a perfect feedback, this paper puts an emphasis on the dynamic formative evaluation that is able to maximize learning achievement. Through the dynamic formative evaluation, the instructor is able to refer to the evaluation result when making estimation about the learner. To show the flow chart of learning, based on the dynamic formative evaluation, the model proves its effectiveness and validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20formative%20evaluation" title=" dynamic formative evaluation"> dynamic formative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=repetitive%20learning%20method" title=" repetitive learning method"> repetitive learning method</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/2483/an-online-mastery-learning-method-based-on-a-dynamic-formative-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5825</span> Formative Assessment of Creative Thinking Skills Embedded in Learning Through Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yigal%20Rosen">Yigal Rosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Garrett%20Jaeger"> Garrett Jaeger</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Newstadt"> Michelle Newstadt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilia%20Rushkin"> Ilia Rushkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bakken"> Sara Bakken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All children are capable of advancing their creative thinking skills and engaging in creative play. Creative play puts children in charge of exploring ideas, relationships, spaces and problems. Supported by The LEGO Foundation, the creative thinking formative assessment is designed to provide valid, reliable and informative measurement to support the development of creative skills while children are engaged in Learning through Play. In this paper we provide an overview of the assessment framework underpinned the assessment of creative thinking and report the results from the 2022 pilot study demonstrating promising evidence on the ability to measure creative skills in a conceptually and ecologically valid way to inform the development of creative skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20play" title=" learning through play"> learning through play</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20play" title=" creative play"> creative play</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20progressions" title=" learning progressions"> learning progressions</a> </p> <a href="https://publications.waset.org/abstracts/156668/formative-assessment-of-creative-thinking-skills-embedded-in-learning-through-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5824</span> Creativity, Formative Assessment and Students’ Writing of Subject-Specific Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Per%20Blomqvist">Per Blomqvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is part of a larger research project on creativity and writing cultures in upper secondary schools in Sweden, with the purpose of exploring how formative assessment practices can be developed to better support students' writing of subject-specific texts. The purpose of the study is to shed light on how writing has changed over time in the subjects of Social Studies and Swedish, especially regarding changes in the formative assessment practice in relation to students opportunities to take part in creative writing processes that can develop their subject specific-writing. Theoretically, the study is based on concepts and models concerning creativity, writing instructions and formative assessment, especially regarding scaffolding in relation to the development of students' subject-specific writing. The empirical data consists of video recordings of teacher groups' conversations from five upper secondary schools in Sweden, compromising a total of twenty teachers. The conversations were conducted as so-called collective remembering interviews, a method to stimulate the participants' memory through social interaction, and focused on addressing issues on how writing assessment has changed over time. Topic analysis was used to analyze the conversations in order to identify common descriptions and expressions among the teachers in each group. The result highlights two different assessment practices that are described as giving students different opportunities to take part in creative writing processes to develop their writing of subject-specific texts. One of the assessment practices is characterized by teachers focusing on explaining to the students what the grading criteria mean and showing sample texts that correspond to a certain grade. The teachers describe that this assessment practice has led to a formalized, instrumental and product-oriented writing culture that has negative consequences for the student's development of their subject-specific writing, which often lacks independent reasoning, own conclusions and understanding of concepts. The other assessment practice is characterized by students examining text qualities and discussing a variety of sample texts to understand what different texts require. These teachers describe the assessment practice as an exploratory work that leads to more creative writing processes where the students gradually deepen their understanding of subject-specific texts and develop their writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20for%20creativity" title="teaching for creativity">teaching for creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20processes" title=" writing processes"> writing processes</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=subject-specific%20writing" title=" subject-specific writing"> subject-specific writing</a> </p> <a href="https://publications.waset.org/abstracts/162258/creativity-formative-assessment-and-students-writing-of-subject-specific-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5823</span> Development of Active Learning Calculus Course for Biomedical Program </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Bouniaev">Mikhail Bouniaev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reviews design and implementation of a Calculus Course required for the Biomedical Competency Based Program developed as a joint project between The University of Texas Rio Grande Valley, and the University of Texas’ Institute for Transformational Learning, from the theoretical perspective as presented in scholarly work on active learning, formative assessment, and on-line teaching. Following a four stage curriculum development process (objective, content, delivery, and assessment), and theoretical recommendations that guarantee effectiveness and efficiency of assessment in active learning, we discuss the practical recommendations on how to incorporate a strong formative assessment component to address disciplines’ needs, and students’ major needs. In design and implementation of this project, we used Constructivism and Stage-by-Stage Development of Mental Actions Theory recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=calculus" title=" calculus"> calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20demand" title=" cognitive demand"> cognitive demand</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=stage-by-stage%20development%20of%20mental%20action%20theory" title=" stage-by-stage development of mental action theory"> stage-by-stage development of mental action theory</a> </p> <a href="https://publications.waset.org/abstracts/73453/development-of-active-learning-calculus-course-for-biomedical-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5822</span> Students' Perceptions of Assessment and Feedback in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Glazzard">Jonathan Glazzard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/44536/students-perceptions-of-assessment-and-feedback-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5821</span> Factors Associated with Peer Assessment of Writing Skills among Foreign Languages Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marian%20Lissett%20Olaya">Marian Lissett Olaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examined the factors associated with incorporating peer assessment into English language classes in a public university in Colombia. This is done in the context of writing English class for 4th-semester students. The research instruments consisted of peer assessment questionnaires, student diaries, and interviews. Findings showed that among the factors, motivation, frustration, anxiety, and lack of confidence appeared. Data revealed that peer assessment enables students to write competencies through training, teachers' guidance, and the provision of a collaborative environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title="writing skills">writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/155743/factors-associated-with-peer-assessment-of-writing-skills-among-foreign-languages-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5820</span> Navigating the Assessment Landscape in English Language Teaching: Strategies, Challengies and Best Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saman%20Khairani">Saman Khairani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a pivotal component of the teaching and learning process, serving as a critical tool for evaluating student progress, diagnosing learning needs, and informing instructional decisions. In the context of English Language Teaching (ELT), effective assessment practices are essential to promote meaningful learning experiences and foster continuous improvement in language proficiency. This paper delves into various assessment strategies, explores associated challenges, and highlights best practices for assessing student learning in ELT. The paper begins by examining the diverse forms of assessment, including formative assessments that provide timely feedback during the learning process and summative assessments that evaluate overall achievement. Additionally, alternative methods such as portfolios, self-assessment, and peer assessment play a significant role in capturing various aspects of language learning. Aligning assessments with learning objectives is crucial. Educators must ensure that assessment tasks reflect the desired language skills, communicative competence, and cultural awareness. Validity, reliability, and fairness are essential considerations in assessment design. Challenges in assessing language skills—such as speaking, listening, reading, and writing—are discussed, along with practical solutions. Constructive feedback, tailored to individual learners, guides their language development. In conclusion, this paper synthesizes research findings and practical insights, equipping ELT practitioners with the knowledge and tools necessary to design, implement, and evaluate effective assessment practices. By fostering meaningful learning experiences, educators contribute significantly to learners’ language proficiency and overall success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT" title="ELT">ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=summative" title=" summative"> summative</a>, <a href="https://publications.waset.org/abstracts/search?q=fairness" title=" fairness"> fairness</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/183435/navigating-the-assessment-landscape-in-english-language-teaching-strategies-challengies-and-best-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5819</span> Project Management at University: Towards an Evaluation Process around Cooperative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20L.%20Andrade-Pineda">J. L. Andrade-Pineda</a>, <a href="https://publications.waset.org/abstracts/search?q=J.M.%20Le%C3%B3n-Blanco"> J.M. León-Blanco</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Calle"> M. Calle</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20L.%20Gonz%C3%A1lez-R"> P. L. González-R</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The enrollment in current Master's degree programs usually pursues gaining the expertise required in real-life workplaces. The experience we present here concerns the learning process of "Project Management Methodology (PMM)", around a cooperative/collaborative mechanism aimed at affording students measurable learning goals and providing the teacher with the ability of focusing on the weaknesses detected. We have designed a mixed summative/formative evaluation, which assures curriculum engage while enriches the comprehension of PMM key concepts. In this experience we converted the students into active actors in the evaluation process itself and we endowed ourselves as teachers with a flexible process in which along with qualifications (score), other attitudinal feedback arises. Despite the high level of self-affirmation on their discussion within the interactive assessment sessions, they ultimately have exhibited a great ability to review and correct the wrong reasoning when that was the case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative-collaborative%20learning" title="cooperative-collaborative learning">cooperative-collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20management" title=" educational management"> educational management</a>, <a href="https://publications.waset.org/abstracts/search?q=formative-summative%20assessment" title=" formative-summative assessment"> formative-summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20training" title=" leadership training"> leadership training</a> </p> <a href="https://publications.waset.org/abstracts/101009/project-management-at-university-towards-an-evaluation-process-around-cooperative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5818</span> Investigating Student Behavior in Adopting Online Formative Assessment Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Clutterbuck">Peter Clutterbuck</a>, <a href="https://publications.waset.org/abstracts/search?q=Terry%20Rowlands"> Terry Rowlands</a>, <a href="https://publications.waset.org/abstracts/search?q=Owen%20Seamons"> Owen Seamons</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we describe one critical research program within a complex, ongoing multi-year project (2010 to 2014 inclusive) with the overall goal to improve the learning outcomes for first year undergraduate commerce/business students within an Information Systems (IS) subject with very large enrolment. The single research program described in this paper is the analysis of student attitudes and decision making in relation to the availability of formative assessment feedback via Web-based real time conferencing and document exchange software (Adobe Connect). The formative assessment feedback between teaching staff and students is in respect of an authentic problem-based, team-completed assignment. The analysis of student attitudes and decision making is investigated via both qualitative (firstly) and quantitative (secondly) application of the Theory of Planned Behavior (TPB) with a two statistically-significant and separate trial samples of the enrolled students. The initial qualitative TPB investigation revealed that perceived self-efficacy, improved time-management, and lecturer-student relationship building were the major factors in shaping an overall favorable student attitude to online feedback, whilst some students expressed valid concerns with perceived control limitations identified within the online feedback protocols. The subsequent quantitative TPB investigation then confirmed that attitude towards usage, subjective norms surrounding usage, and perceived behavioral control of usage were all significant in shaping student intention to use the online feedback protocol, with these three variables explaining 63 percent of the variance in the behavioral intention to use the online feedback protocol. The identification in this research of perceived behavioral control as a significant determinant in student usage of a specific technology component within a virtual learning environment (VLE) suggests that VLEs could now be viewed not as a single, atomic entity, but as a spectrum of technology offerings ranging from the mature and simple (e.g., email, Web downloads) to the cutting-edge and challenging (e.g., Web conferencing and real-time document exchange). That is, that all VLEs should not be considered the same. The results of this research suggest that tertiary students have the technological sophistication to assess a VLE in this more selective manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment%20feedback" title="formative assessment feedback">formative assessment feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environment" title=" virtual learning environment"> virtual learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20behavioral%20control" title=" perceived behavioral control"> perceived behavioral control</a> </p> <a href="https://publications.waset.org/abstracts/19309/investigating-student-behavior-in-adopting-online-formative-assessment-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5817</span> Fractal: Formative Reflective Assessment and Critical Thinking in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yannis%20Stavrakakis">Yannis Stavrakakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon"> Damian Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20scenarios" title=" ethical scenarios"> ethical scenarios</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/153272/fractal-formative-reflective-assessment-and-critical-thinking-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5816</span> Removing Barriers in Assessment and Feedback for Blind Students in Open Distance Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sindile%20Ngubane-Mokiwa">Sindile Ngubane-Mokiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses two questions: (1) what barriers do the blind students face with assessment and feedback in open distance learning contexts? And (2) How can these barriers be removed? The paper focuses on the distance education through which most students with disabilities elevate their chances of accessing higher education. Lack of genuine inclusion is also evident in the challenges the blind students face during the assessment. These barriers are experienced at both formative and summative stages. The insights in this paper emanate from a case study that was carried out through qualitative approaches. The data was collected through in-depth interview, life stories, and telephonic interviews. The paper provides a review of local, continental and international views on how best assessment barriers can be removed. A group of five blind students, comprising of two honours students, two master's students and one doctoral student participated in this study. The data analysis was done through thematic analysis. The findings revealed that (a) feedback to the assignment is often inaccessible; (b) the software used is incompatible; (c) learning and assessment are designed in exclusionary approaches; (d) assessment facilities are not conducive; and (e) lack of proactive innovative assessment strategies. The article concludes by recommending ways in which barriers to assessment can be removed. These include addressing inclusive assessment and feedback strategies in professional development initiatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=blind%20students" title=" blind students"> blind students</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/67210/removing-barriers-in-assessment-and-feedback-for-blind-students-in-open-distance-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5815</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5814</span> Implementation of a Distant Learning Physician Assistant Program in Northern Michigan to Address Health Care Provider Shortage: Importance of Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Bacon-Baguley">Theresa Bacon-Baguley</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Reinhold"> Martina Reinhold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this paper is to discuss the importance of both formative and summative evaluation of a Physician Assistant (PA) program with a distant campus delivered through Interactive Television (ITV) to assure equity of educational experiences. Methodology: A needs assessment utilizing a case-control design determined the need and interest in expanding the existing PA program to northern Michigan. A federal grant was written and funded, which supported the hiring of two full-time faculty members and support staff at the distant site. The strengths and weaknesses of delivering a program through ITV were evaluated using weekly formative evaluation, and bi-semester summative evaluation. Formative evaluation involved discussion of lecture content to be delivered, special ITV needs, orientation of new lecturers to the system, student concerns, support staff updates, and scheduling of student/faculty traveling between the two campuses. The summative evaluation, designed from a literature review of barriers to ITV, included 19 statements designed to evaluate the following items: quality of technology (audio, video, etc.), confidence in the ITV system, quality of instruction and instructor interaction between the two locations, and availability of resources at each location. In addition, students were given the opportunity to write qualitative remarks for each course delivered between the two locations. This summative evaluation was given to all students at mid-semester and at the end of the semester. The goal of the summative evaluation was to have 80% or greater of the students respond favorably (‘Very Good’ or ‘Good’) to each of the 19 statements. Results: Prior to the start of the first cohort at the distant campus, the technology was tested. During this time period, the formative evaluations identified key components needing modification, which were rapidly addressed: ability to record lectures, lighting, sound, and content delivery. When the mid-semester summative survey was given to the first cohort of students, 18 of the 19 statements in the summative evaluation met the goal of 80% or greater in the favorable category. When the summative evaluation statements were stratified by the two cohorts, the summative evaluation identified that students at the home location responded that they did not have adequate access to printers, and students at the expansion location responded that they did not have adequate access to library resources. These results allowed the program to address the deficiencies through contacting informational technology for additional printers, and to provide students with knowledge on how to access library resources. Conclusion: Successful expansion of programs to a distant site utilizing ITV technology requires extensive monitoring using both formative and summative evaluation. The formative evaluation allowed for quick identification of issues that could immediately be addressed, both at the planning and developing stage, as well as during implementation. Through use of the summative evaluation the program is able to monitor the success/ effectiveness of the expansion and identify specific needs of students at each location. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20feedback" title=" formative feedback"> formative feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20television%20%28ITV%29" title=" interactive television (ITV)"> interactive television (ITV)</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experience" title=" student experience"> student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20feedback" title=" summative feedback"> summative feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/46509/implementation-of-a-distant-learning-physician-assistant-program-in-northern-michigan-to-address-health-care-provider-shortage-importance-of-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5813</span> The Degree Project-Course in Swedish Teacher Education – Deliberative and Transformative Perspectives on the Formative Assessment Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Per%20Blomqvist">Per Blomqvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The overall aim of this study is to highlight how the degree project-course in teacher education has developed over time at Swedish universities, above all regarding changes in the formative assessment practices in relation to student's opportunities to take part in writing processes that can develop both their independent critical thinking, subject knowledge, and academic writing skills. Theoretically, the study is based on deliberative and transformative perspectives of teaching academic writing in higher education. The deliberative perspective is motivated by the fact that it is the universities and their departments' responsibility to give the students opportunities to develop their academic writing skills, while there is little guidance on how this can be implemented. The transformative perspective is motivated by the fact that education needs to be adapted to the student's prior knowledge and developed in relation to the student group. Given the academisation of education and the new student groups, this is a necessity. The empirical data consists of video recordings of teacher groups' conversations at three Swedish universities. The conversations were conducted as so-called collective remembering interviews, a method to stimulate the participants' memory through social interaction, and focused on addressing issues on how the degree project-course in teacher education has changed over time. Topic analysis was used to analyze the conversations in order to identify common descriptions and expressions among the teachers. The result highlights great similarities in how the degree project-course has changed over time, both from a deliberative and a transformative perspective. The course is characterized by a “strong framing,” where the teachers have great control over the work through detailed instructions for the writing process and detailed templates for the text. This is justified by the fact that the education has been adapted based on the student teachers' lack of prior subject knowledge. The strong framing places high demands on continuous discussions between teachers about, for example, which tools the students have with them and which linguistic and textual tools are offered in the education. The teachers describe that such governance often leads to conflicts between teachers from different departments because reading and writing are always part of cultural contexts and are linked to different knowledge, traditions, and values. The problem that is made visible in this study raises questions about how students' opportunities to develop independence and make critical judgments in academic writing are affected if the writing becomes too controlled and if passing students becomes the main goal of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20project" title=" degree project"> degree project</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberative%20perspective" title=" deliberative perspective"> deliberative perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20perspective" title=" transformative perspective"> transformative perspective</a> </p> <a href="https://publications.waset.org/abstracts/164063/the-degree-project-course-in-swedish-teacher-education-deliberative-and-transformative-perspectives-on-the-formative-assessment-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5812</span> Cell Patterns and Tissue Metamorphoses Based on Cell Surface Mechanism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reyhane%20Hamed%20Kamran">Reyhane Hamed Kamran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early stage morphogenesis requires the execution of complex systems that direct the nearby conduct of gatherings of cells. The organization of such instruments has been, for the most part, deciphered through the recognizable proof of moderated groups of flagging pathways that spatially and transiently control cell conduct. In any case, how this data is handled to control cell shape and cell elements is an open territory of examination. The structure that rises up out of differing controls, for example, cell science, material science, and formative science, focuses to bond and cortical actin arranges as controllers of cell surface mechanics. In this specific circumstance, a scope of formative marvels can be clarified by the guideline of cell surface pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell" title="cell">cell</a>, <a href="https://publications.waset.org/abstracts/search?q=tissue%20damage" title=" tissue damage"> tissue damage</a>, <a href="https://publications.waset.org/abstracts/search?q=morphogenesis" title=" morphogenesis"> morphogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20conduct" title=" cell conduct"> cell conduct</a> </p> <a href="https://publications.waset.org/abstracts/154753/cell-patterns-and-tissue-metamorphoses-based-on-cell-surface-mechanism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5811</span> Cell Patterns and Tissue Metamorphoses Based on Cell Surface Mechanics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narin%20Salehiyan">Narin Salehiyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early stage morphogenesis requires the execution of complex systems that direct the nearby conduct of gatherings of cells. The organization of such instruments has been, for the most part, deciphered through the recognizable proof of moderated groups of flagging pathways that spatially and transiently control cell conduct. In any case, how this data is handled to control cell shape and cell elements is an open territory of examination. The structure that rises up out of differing controls, for example, cell science, material science and formative science, focuses to bond and cortical actin arranges as controllers of cell surface mechanics. In this specific circumstance, a scope of formative marvels can be clarified by the guideline of cell surface pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell" title="cell">cell</a>, <a href="https://publications.waset.org/abstracts/search?q=tissue%20damage" title=" tissue damage"> tissue damage</a>, <a href="https://publications.waset.org/abstracts/search?q=morphogenesis" title=" morphogenesis"> morphogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20conduct" title=" cell conduct"> cell conduct</a> </p> <a href="https://publications.waset.org/abstracts/170992/cell-patterns-and-tissue-metamorphoses-based-on-cell-surface-mechanics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5810</span> Developing Measurement Instruments for Enterprise Resources Planning (ERP) Post-Implementation Failure Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malihe%20Motiei">Malihe Motiei</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hidayati%20Zakaria"> Nor Hidayati Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Davide%20Aloini"> Davide Aloini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to present a method to develop the failure measurement model for ERP post-implementation. To achieve this outcome, the study firstly evaluates the suitability of Technology-Organization-Environment framework for the proposed conceptual model. This study explains how to discover the constructs and subsequently to design and evaluate the constructs as formative or reflective. Constructs are used including reflective and purely formative. Then, the risk dimensions are investigated to determine the instruments to examine the impact of risk on ERP failure after implementation. Two construct as formative constructs consist inadequate implementation and poor organizational decision making. Subsequently six construct as reflective construct include technical risks, operational risks, managerial risks, top management risks, lack of external risks, and user’s inefficiency risks. A survey was conducted among Iranian industries to collect data. 69 data were collected from manufacturing sectors and the data were analyzed by Smart PLS software. The results indicated that all measurements included 39 critical risk factors were acceptable for the ERP post-implementation failure model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20risk%20factors%20%28CRFs%29" title="critical risk factors (CRFs)">critical risk factors (CRFs)</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20projects" title=" ERP projects"> ERP projects</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20post-implementation" title=" ERP post-implementation"> ERP post-implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20instruments" title=" measurement instruments"> measurement instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP%20system%20failure%20measurement%20model" title=" ERP system failure measurement model"> ERP system failure measurement model</a> </p> <a href="https://publications.waset.org/abstracts/33043/developing-measurement-instruments-for-enterprise-resources-planning-erp-post-implementation-failure-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5809</span> Exploring Teachers’ Beliefs about Diagnostic Language Assessment Practices in a Large-Scale Assessment Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwaseun%20Ijiwade">Oluwaseun Ijiwade</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Davison"> Chris Davison</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelvin%20Gregory"> Kelvin Gregory</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Australia, like other parts of the world, the debate on how to enhance teachers using assessment data to inform teaching and learning of English as an Additional Language (EAL, Australia) or English as a Foreign Language (EFL, United States) have occupied the centre of academic scholarship. Traditionally, this approach was conceptualised as ‘Formative Assessment’ and, in recent times, ‘Assessment for Learning (AfL)’. The central problem is that teacher-made tests are limited in providing data that can inform teaching and learning due to variability of classroom assessments, which are hindered by teachers’ characteristics and assessment literacy. To address this concern, scholars in language education and testing have proposed a uniformed large-scale computer-based assessment program to meet the needs of teachers and promote AfL in language education. In Australia, for instance, the Victoria state government commissioned a large-scale project called 'Tools to Enhance Assessment Literacy (TEAL) for Teachers of English as an additional language'. As part of the TEAL project, a tool called ‘Reading and Vocabulary assessment for English as an Additional Language (RVEAL)’, as a diagnostic language assessment (DLA), was developed by language experts at the University of New South Wales for teachers in Victorian schools to guide EAL pedagogy in the classroom. Therefore, this study aims to provide qualitative evidence for understanding beliefs about the diagnostic language assessment (DLA) among EAL teachers in primary and secondary schools in Victoria, Australia. To realize this goal, this study raises the following questions: (a) How do teachers use large-scale assessment data for diagnostic purposes? (b) What skills do language teachers think are necessary for using assessment data for instruction in the classroom? and (c) What factors, if any, contribute to teachers’ beliefs about diagnostic assessment in a large-scale assessment? Semi-structured interview method was used to collect data from at least 15 professional teachers who were selected through a purposeful sampling. The findings from the resulting data analysis (thematic analysis) provide an understanding of teachers’ beliefs about DLA in a classroom context and identify how these beliefs are crystallised in language teachers. The discussion shows how the findings can be used to inform professional development processes for language teachers as well as informing important factor of teacher cognition in the pedagogic processes of language assessment. This, hopefully, will help test developers and testing organisations to align the outcome of this study with their test development processes to design assessment that can enhance AfL in language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20language%20assessment" title=" diagnostic language assessment"> diagnostic language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20an%20additional%20language" title=" English as an additional language"> English as an additional language</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20cognition" title=" teacher cognition"> teacher cognition</a> </p> <a href="https://publications.waset.org/abstracts/96399/exploring-teachers-beliefs-about-diagnostic-language-assessment-practices-in-a-large-scale-assessment-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5808</span> The Effects of Multiple Levels of Intelligence in an Algebra 1 Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Gragg">Abigail Gragg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research study was to adjudicate if implementing Howard Gardner’s multiple levels of intelligence would enhance student achievement levels in an Algebra 1 College Preparatory class. This was conducted within every class by incorporating one level of the eight levels of intelligence into small group work in stations. Every class was conducted utilizing small-group instruction. Achievement levels were measured through various forms of collected data that expressed student understandings in class through formative assessments versus student understandings on summative assessments. The data samples included: assessments (i.e. summative and formative assessments), observable data, video recordings, a daily log book, student surveys, and checklists kept during the observation periods. Formative assessments were analyzed during each class period to measure in-class understanding. Summative assessments were dissected per question per accuracy to review the effects of each intelligence implemented. The data was collated into a coding workbook for further analysis to conclude the resulting themes of the research. These themes include 1) there was no correlation to multiple levels of intelligence enhancing student achievement, 2) bodily-kinesthetic intelligence showed to be the intelligence that had the most improvement on test questions and 3) out of all of the bits of intelligence, interpersonal intelligence enhanced student understanding in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stations" title="stations">stations</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20group%20instruction" title=" small group instruction"> small group instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20levels%20of%20intelligence" title=" multiple levels of intelligence"> multiple levels of intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathematics" title=" Mathematics"> Mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=Algebra%201" title=" Algebra 1"> Algebra 1</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20Pedagogies" title=" instructional Pedagogies"> instructional Pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/166609/the-effects-of-multiple-levels-of-intelligence-in-an-algebra-1-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <ul class="pagination"> <li class="page-item 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