The methods in which self-assessment are facilitated have not been significantly addressed within the literature. Self-assessment is also fraught with concerns around reliability and validity. As a result, a systematic 3-stage plan was developed to embed self-assessment into a module design. The planning, formative and summative (PFS) model of…

Sixth-grade science students at Gauger-Cobbs Middle School in Newark, DE, had misconceptions about how heat energy moves in the hydrosphere through conduction, convection, and radiation. As a result, students struggled to develop and connect ideas that correctly and completely explained heat transfer in the hydrosphere at the end of the lesson…

The purpose of this study is to determine what good coaching during design-based learning (DBL) entails by integrating theoretical and practical perspectives on good coaching. For this purpose, a grounded theory approach was used. For the practical perspective, themes on good coaching were derived from a qualitative study on coaching by observing…

This paper examines the possibilities of designing a formative assessment that gathers information about novice elementary teachers' skills with modeling content and makes sense of such information. A decomposition of the practice of modeling content was developed and used to design the assessment. Participants included ten first-year teachers who…

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments…

How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every…

Assessment is one of the thorniest aspects of teaching for creativity. Nevertheless, research suggests there is tremendous potential for nurturing creativity through assessment. This article identifies how music educators can leverage assessment for learning (formative assessment) as a powerful tool for cultivating creativity within a variety of…

Assessments built on a theory of learning progressions are promising formative tools to support learning and teaching. The quality and usefulness of those assessments depend, in large part, on the validity of the theory-informed inferences about student learning made from the assessment results. In this study, we introduced an approach to address…

Practitioners face many challenges when working with students who are experiencing difficulty with comprehension. The act of creating meaning with texts is complex, and comprehension is often measured in schools as a product of reading. Product assessments, such as answering questions or retelling a text, take place after reading, which makes it…

In recent decades, there has been an attempt to introduce the concept of "assessment for learning" into English language classrooms based on a belief that assessment can be utilized to assist learners in the learning process, not just for teachers to make judgments and decisions. In so doing, the learning-oriented assessment frameworks…

The purpose of this study was to examine the impact of active learning on student performance in a sophomore-level anatomy and physiology course. Exam grades of students from two consecutive fall semesters were compared. In the first year of the study, students (n=180) used skeletons, plastic muscular manikins, and illustrations to learn the…

The Lewis acid-base model is key to identifying and explaining the formation and breaking of bonds in a large number of reaction mechanisms taught in the sophomore-level year-long organic chemistry course. Understanding the model is, thus, essential to success in organic chemistry coursework. Concept-inventories exist to identify misunderstandings…

This article analyses an assessment initiative known as the Basic Competency Assessment (BCA) in Hong Kong using Bernstein's performance and competence models of pedagogic practice. On the one hand, BCA is aligned with a competence model through its official projection as a low-stakes, student-focussed and formative assessment. However, an…

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not…

In this study, assessment and learning is reconceptualised as an integrated and dialogic process. Positioned in a sociocultural framework, the experiences of academics and students at an Australian university were examined to understand how they think about and participate in formative assessment to support learning. Semi-structured interviews and…