This article reports on a practitioner action research project focused on developing, trialing, and reflecting upon a continuous and formative-assessment plan for a foundational New Testament survey course. Three pedagogical convictions are discussed and drive the design of the assessment. Seven to nine assessment items (depending on level of…

CAMPUS Asia (Collective Action for Mobility Program of University Students in Asia) is a student-exchange program designed to promote student mobility between South Korea, China, and Japan. Begun in 2011, the program aims to foster the next generation of leaders in Asia by nurturing young talents with shared visions. This article provides an…

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading…

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student…

With the continuing national emphases on acceleration and completion, an integrated reading and writing course (a combined developmental reading and developmental writing course, with all levels compressed into a single course) is one way to move students more quickly and efficiently through the developmental sequence while still maintaining…

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary…

While carrying out formative assessment activities over social network services (SNS), it has been noted that personalized notifications have a high chance of "the important post getting lost" in the notification feed. In order to highlight this problem, this paper compares within a posttest only quasi-experiment, a total of 104 first…

This study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a…

Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers'…

This paper is a report of an investigation in which mobile technologies were used during large lecture-type sessions in tandem with the Textwall™ software. This online program is able to receive and present messages from students' devices that the lecturer may then share. It also can be used to collect student votes on multiple-choice questions,…

Diagnostic classification models (DCMs) hold great potential for applications in summative and formative assessment by providing discrete multivariate proficiency scores that yield statistically driven classifications of students. Using data from a newly developed diagnostic arithmetic assessment that was administered to 2032 fourth-grade students…

The "assessment 'for' learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through…

This three-year longitudinal study examines the development of four Chinese novice EFL teachers' classroom assessment literacy, which refers to teachers' knowledge of and abilities to conduct classroom assessment and is reflected in their planned and improvised assessment practices. The dataset includes 26 classroom observations, 48 interviews,…

The purpose of this study is to examine opinions of the instructors working in three different universities in Ankara regarding assessment in education and assessment methods they use in their courses within the summative assessment and formative assessment approaches. The population is formed by instructors lecturing in School of Physical…