While field trips are an exciting way to engage students in science learning, they may not be feasible. Therefore, the authors decided to create a 5E (Engage, Explore, Explain, Elaborate, Evaluation; Bybee 2014) field experience for a multi-aged primary class where the learners would investigate soil samples in the school yard and compare and…

During the COVID-19 lockdown, schools are closed, exams have been cancelled, and teaching and learning are taking an unprecedented form. In this process, two realities are brought to light. On the one hand, the pandemic highlights the widening gaps in society and the part that the educational system plays in privileging students from advantageous…

One way to use formative feedback to increase student engagement is through a student response system (SRS). Originally appearing as classroom "clickers," very little literature exists concerning the ease of use, usefulness and integration, and overall satisfaction of current SRS software smartphone applications. Using the technology…

The completion rates were compared for long-form questions where a large blank answer space is provided and for long-form questions where the answer space has bullet-points prompts corresponding to the parts of the question. It was found that students were more likely to complete a question when bullet points were provided in the answer space.…

Music educators regularly provide students with real-time formative feedback in the classroom, but there are frequent opportunities to improve its utility and effectiveness. This article presents a model for examining synchronous formative feedback (SFF), offering music teachers tools to explore and enhance the feedback they share with students.…

When developing a digital test, one of the first decisions that need to be made is which type of Computer-Based Test (CBT) to develop. Six different CBT types are considered here: linear tests, automatically generated tests, computerized adaptive tests, adaptive learning environments, educational simulations, and educational games. The selection…

Quality feedback is crucial to learning; the growth of online delivery has altered how it is obtained and shared. Educators interested in improving online learning can benefit from understanding formal and informal feedback flows existing in face-to-face environments and how these transfer online. This article examines the nuance of informal…

Massive open online courses (MOOCs) hold the promise of democratizing the learning process. However, providing effective feedback has proven hard to offer at scale since most methods require a teacher or tutor. Leveraging big data in MOOCs offers a mechanism to develop predictive models that can inform computer-based pedagogical tutors. We review…

Curriculum-based measurement in reading (CBM-R) was developed in the 1980s and has been established as a valid means to measure students' progress towards acquiring reading skills in response to instruction (Ball & Christ, 2012). Efficiency of administration and cost-effectiveness add to the appeal of CBM-R. As a result, CBM-R is a popular…

This qualitative action research study explored how students perceive feedback in mathematics classrooms and the ways in which a teacher used student self-efficacy and mathematical competence to inform how they provided feedback to Algebra students. Students were categorized as Self-regulated, Cautious, Reluctant, or Overconfident Learners…

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students' mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and…

This study evaluates the effectiveness of an intervention of formative assessments with a clicker-based technology on anxiety and academic performance. We use a randomized experiment in physics education in one school in Dutch secondary education. For treated students, the formative assessments are operationalized through quizzing at the end of…

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system--named DiALoG (Diagnosing Argumentation Levels of Groups)--includes a digital scoring tool that allows teachers to assess oral classroom…

Summary writing is a useful instructional tool for learning. However, summary writing is a challenge to many students. This mixed-method study examined the potential of the Student Mental Model Analyzer for Research and Teaching (SMART) system to help students produce summaries that reflect key concepts and relations in a text. SMART uses the…

Ensuring the practice of providing feedback to learners' work in different strata of education is a challenging one. The number of researches in this issue identifying the factors that hinder feedback culture in education is still not adequate. Hence, the main objective of this review work is to pinpoint the most commonly studied feedback factors…