There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students' current and desired performance. However, there is a range of different views on what actually…

This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within a college context. Drawing on the personal practice assessment theory model from Box, Skoog and Dabbs (2015), we carried out a multiple case study to investigate two biology instructors' theories in enacting…

As the literature points out the lack of efficient use of Computer-Aided Design (CAD) in design curricula, we aimed to align a CAD course based on student-centered learning theories. While designating a constructively aligned CAD course, the intended learning outcomes were specified in relation to the knowledge types classified for the CAD…

A good assessment system is one of the preconditions for quality education. Formative assessment is comparatively an emerging idea to assess the students throughout the academic year with the intention to identify and overcome the weaknesses of the students and enhance their learning outcome. Taking these into account, this study attempted to…

Teachers' learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers'…

Background: Mobile-based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile-based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives: This study aims to identify…

The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can…

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental…

A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter…

In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policymakers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement…

Formative assessment is an important driver in supporting children's writing development. This paper describes a writing rubric designed for use by teachers to formatively assess the writing of children in Pre-K to Grade 2, how the rubric was received by teachers, and its implementation in classrooms. Writing samples from 337 children in 33…

Consider the top three concerns of students about teachers' assessment practices, along with some suggestions for addressing them.

Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and…

Positive learning experiences and achievement for students are significantly skewed to the knowledge, level of skill, and disposition of the classroom teacher (e.g., Darling-Hammond, 2000; Rockoff, 2004). Ensuring teachers have professional learning experiences that develop their knowledge, skills, and dispositions is critical. This research…

The purpose of this phenomenological qualitative study is to describe secondary educators' experiences in planning and implementing formative assessment in rural southern Maryland to gain an understanding of their definition and use of Assessment for Learning (AfL) in diverse classrooms. The theory guiding this study, the sociocultural learning…