Students increasingly appear anxious, risk-averse, and worried about getting things "wrong." They may appear to lack intellectual curiosity, and be unwilling to engage in independent study. This essay explores how teaching and assessment in theology and religious studies might help students learn to take intellectual risks, and increase…

Test-enhanced learning is a technique instructors can use to increase recall on summative assessments (e.g., exams) via formative assessments (e.g., quizzes). The present research examined recommendations based on the transfer-appropriate processing and level-of-processing (LOP) perspectives to assess the question, does deeper processing on…

In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be…

The goal of this qualitative study was to examine teacher noticing of specific interactions related to the formative assessment process during teachers' participation in an on-line video club. Nineteen teachers used an electronic video coaching platform, Edthena to view peers' videos and provide electronic feedback specific to the formative…

The development of writing skills in L2 contexts has been the focus of researchers over the last three decades with feedback (FB) receiving attention for the positive impact it can have on the learning process. The peer feedback technique (PF) is one tool employed by language instructors that has facilitated the provision of useful FB to learners.…

The author created a project aimed to develop and implement the assessment of working scientifically (WS) skills at Victoria Park Primary School. The author had previously identified a gap in the curriculum coverage and assessment of WS skills and his goal was to address the lack of provision for assessing children's WS skills and raise the…

When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how they can use the QuickQuiz (QQ) to drive…

Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany,…

The research reported in this article explored the methods by which concept maps served as formative assessment by capturing changes in the ways preservice mathematics teachers represented their understanding of algebra. The participants were enrolled in a course on high school algebra for teachers and created the maps on the first and last day of…

This article examines the abandonment of talk-based assessment in favour of written exams, even when writing results in less valid assessment. It points to substantial experience of assessment through talk in English and media studies and points to its potential use in other subjects. It is followed by an example, originally designed by the…

The report is a resource which provides a framework for school leaders and department heads to plan a coherent whole school approach to assessment that will support the learning of each and every student. The resource is also about focusing on the needs of students, the ways in which assessment can best support good pedagogy and practice and…

Stopping rules for fixed-form tests with graduated item difficulty are intended to stop administration of a test at the point where students are sufficiently unlikely to provide a correct response following a pattern of incorrect responses. Although widely employed in fixed-form tests in education, little research has been done to empirically…

For classroom norms to be effective, beginning with a coconstructed, inclusive, and equitable process (Kastberg and Frye 2013) can be helpful. This involves engaging all students in meaningful discussions about the norms and continually reinforcing these understandings throughout the year. However, early in the year, not all students are willing…

Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher…

A physics laboratory instructor used action research to effectively implement a 5E instructional approach, which incorporated scientific practices. The instructor explored how to integrate the instructional approach into practice, challenges present in the implementation, and students' learning experiences. The data were collected during three…