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Peer reviewed
Direct linkJoseph S. Tomasine – Classroom Discourse, 2023
School-based social practices of oral feedback present challenges for all k-12 students. Ignoring these challenges during reading assessment contributes to a deficit view of emergent bilingual students, whose struggles to participate in formative feedback on reading performance may result from general unfamiliarity with school-based practices,…
Descriptors: Documentation, Oral Language, Feedback (Response), Formative Evaluation
Elka Johansson; Sutharson Kanapathippillai; Arifur Khan; Steven Dellaportas – Accounting Education, 2023
Research on formative assessment in accounting education examines the learning outcomes stemming from e-assessment or formative assessment within a stand-alone subject, but few studies examine the benefits and implications of continuous formative assessment or the perceptions of students who undertake formative assessment. The findings of…
Descriptors: Formative Evaluation, Accounting, Business Administration Education, Student Attitudes
Jonas T. Jørgensen; Bente Gammelgaard; Frederik V. Christiansen – Journal of Chemical Education, 2023
In pharmaceutical laboratory teaching and learning, students' written reports allow them to document their understanding. Therefore, feedback on these reports is crucial for the students' continued learning. This study investigates written feedback on laboratory reports and compares the students' perceptions with teachers' intentions. The study is…
Descriptors: Intention, Teachers, Pharmaceutical Education, Feedback (Response)
Sonia M. Underwood; Alex T. Kararo; Lynmarie A. Posey; Amy M. Pollock; Deborah G. Herrington; Ryan L. Stowe; Justin H. Carmel; Michael W. Klymkowsky; Melanie M. Cooper – Journal of Chemical Education, 2023
It is generally accepted that if a course or curricular transformation is to be implemented with fidelity, the users must understand how and why the transformation is different from their current practices and which aspects of the transformation are essential to achieving comparable student learning outcomes. In this article, we provide a detailed…
Descriptors: Chemistry, Science Curriculum, Curriculum Development, Curriculum Implementation
Elisabeth Bauer; Michael Sailer; Frank Niklas; Samuel Greiff; Sven Sarbu-Rothsching; Jan M. Zottmann; Jan Kiesewetter; Matthias Stadler; Martin R. Fischer; Tina Seidel; Detlef Urhahne; Maximilian Sailer; Frank Fischer – Journal of Computer Assisted Learning, 2025
Background: Artificial intelligence, particularly natural language processing (NLP), enables automating the formative assessment of written task solutions to provide adaptive feedback automatically. A laboratory study found that, compared with static feedback (an expert solution), adaptive feedback automated through artificial neural networks…
Descriptors: Artificial Intelligence, Feedback (Response), Computer Simulation, Natural Language Processing
Download full textBruce D. Baker – Annenberg Institute for School Reform at Brown University, 2025
This paper presents a comprehensive framework for evaluating and reforming education finance systems to ensure equity, adequacy, and equal opportunity in publicly funded education. We summarize decades conceptual work, explaining our evolving understanding of the role and purpose of school finance systems, leading to our current framing that the…
Descriptors: Educational Change, Finance Reform, Formative Evaluation, Educational Equity (Finance)
Tuomas Paloposki; Viivi Virtanen; Maria Clavert – European Journal of Engineering Education, 2025
A typical practice of assessment in engineering studies, especially on large Bachelor level courses, is a final exam at the end of the course. This practice is problematic both in terms of learning and teaching, as it does not provide feedback on learning experience or student progress before the course is completed. This study examines the…
Descriptors: Bachelors Degrees, Courses, Engineering Education, Class Size
Thomas R. Guskey, Editor; Cassandra Erkens, Contributor; Katie White, Contributor; Mandy Stalets, Contributor; Garnet Hillman, Contributor; Tim Brown, Contributor; Tom Hierck, Contributor; Tom Schimmer, Contributor; Sharon V. Kramer, Contributor; Sarah Schuhl, Contributor; Anthony R. Reibel, Contributor; Joellen Killion, Contributor – Solution Tree, 2025
In "The Teacher as Assessment Leader, Second Edition," editor Thomas R. Guskey and expert contributors offer research-backed strategies for re-envisioning assessment to enhance student learning and teacher instruction. The authors provide actionable steps, practical examples, and strategies for utilizing formative assessments. These…
Descriptors: Teacher Leadership, Formative Evaluation, Data Analysis, Evidence Based Practice
Ben Kambs – Update: Applications of Research in Music Education, 2025
Previous research findings of assessment in choir indicated that teachers favor non-performance criteria such as attendance and attitude over music knowledge and skill. Music education researchers have encouraged teachers to instead use measurable learning goals that inform teaching practices and document student growth. New assessment…
Descriptors: Teacher Attitudes, Music Teachers, Music Education, Singing
Kobrin, Jennifer L.; Karvonen, Meagan; Clark, Amy; Thompson, W. Jake – Practical Assessment, Research & Evaluation, 2022
We developed a six-step iterative process for developing and evaluating a model of implementation fidelity appropriate for use in an instructionally embedded assessment system. Our work explicitly connects the literature on theories of actions for assessment systems with the implementation fidelity literature originating from the program…
Descriptors: Program Implementation, Fidelity, Formative Evaluation, Student Evaluation
Santelices, Maria Veronica; Wilson, Mark – Educational Assessment, Evaluation and Accountability, 2022
This theoretical piece discusses the concept of a "teacher learning progression" in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the "teacher learning progression" are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align…
Descriptors: Teacher Education, Teacher Evaluation, Alignment (Education), Knowledge Level
Lee, Jade Caines – Educational Assessment, 2022
The purpose of this paper is to theoretically explore how Hip Hop pedagogy can be utilized and implemented in K-12 classroom formative assessment practices. As a conceptual paper, there will be five sections. The first section will explore classroom formative assessment definitions and highlight theoretical frameworks used to conceptualize the…
Descriptors: Educational Change, Evaluation Methods, Formative Evaluation, Racism
Sarah P. Hylton – ProQuest LLC, 2021
Formative assessment's evolution over the last 50 plus years has led to the ubiquitous use of the term and ostensibly its practice, yet very little research has specifically addressed teachers' experiences of formative assessment, particularly in the realm of secondary English. This study's goal, therefore, was to gain insight into how teachers…
Descriptors: Secondary School Teachers, English Teachers, Teaching Experience, Formative Evaluation
Ruoxuan Li; Lijuan Wang – Grantee Submission, 2024
Causal-formative indicators are often used in social science research. To achieve identification in causal-formative indicator modeling, constraints need to be applied. A conventional method is to constrain the weight of a formative indicator to be 1. The selection of which indicator to have the fixed weight, however, may influence statistical…
Descriptors: Social Science Research, Causal Models, Formative Evaluation, Measurement
Erica Litke; Amber Candela; Melissa Boston; Leslie Dietiker – ZDM: Mathematics Education, 2024
When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two…
Descriptors: Educational Quality, Mathematics Instruction, Algebra, Feedback (Response)
