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Two-Stage Examinations: Can Examinations Be More Formative Experiences?
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Levy, Dan; Svoronos, Theodore; Klinger, Mae – Active Learning in Higher Education, 2023
Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Data from two-stage midterm and…
Descriptors: Tests, Formative Evaluation, Evaluation Methods, Cooperative Learning
Measuring Intangible Outcomes Can Be Problematic: The Challenge of Assessing Learning during International Short-Term Study Experiences
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Cushing, Debra Flanders; Pennings, Mark; Willox, Dino; Gomez, Rafael; Dyson, Clare; Coombs, Courtney – Active Learning in Higher Education, 2019
Short-term international study experiences, or study tours, aim to increase students' global awareness, educate and empower them to be productive global citizens, and contribute to their future employability. Learning outcomes from study tours often include intangible personal characteristics or soft skills, as opposed to specific disciplinary…
Descriptors: Study Abroad, Program Length, Outcomes of Education, Intellectual Disciplines
Mind the Gap: An Analysis of How Quality Assurance Processes Influence Programme Assessment Patterns
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Jessop, Tansy; McNab, Nicole; Gubby, Laura – Active Learning in Higher Education, 2012
This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure…
Descriptors: Foreign Countries, Educational Assessment, Formative Evaluation, Evaluation Utilization
Assessing Classroom Assessment Techniques
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Simpson-Beck, Victoria – Active Learning in Higher Education, 2011
Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research…
Descriptors: Experimental Groups, Student Evaluation, Program Effectiveness, Statistical Analysis
Improving Learning through Meta Assessment
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McDonald, Betty – Active Learning in Higher Education, 2010
Meta assessment goes beyond assessment in that it examines not only the elements of assessment but also the necessary and sufficient conditions as well as the needs of the assessment. Meta assessment in education tends to be the domain of course designers, planners and policy makers but rarely that of students. This article examines the role of…
Descriptors: Experimental Groups, Control Groups, Schools, Lifelong Learning
Summative and Formative Assessment: Perceptions and Realities
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Taras, Maddalena – Active Learning in Higher Education, 2008
Assessment is critically important to education both for accreditation and to support learning. Yet the literature dealing with formative and summative assessment definitions and terminology is not aligned. This article reports an empirical small-scale study of lecturers in Education at an English university. The research posits that these…
Descriptors: Formative Evaluation, Summative Evaluation, Evaluation Methods, Foreign Countries