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Päivi Atjonen; Sini Kontkanen; Päivi Ruotsalainen; Susanna Pöntinen – European Journal of Teacher Education, 2024
This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers' perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two pre-service teacher cohorts in which two methods of formative assessment were used during a period of…
Descriptors: Preservice Teachers, Teacher Education Programs, Formative Evaluation, Educational Benefits
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Jitske de Vries; Roos Van Gasse; Marieke van Geel; Adrie Visscher; Peter Van Petegem – European Journal of Teacher Education, 2024
Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination…
Descriptors: Profiles, Student Participation, Student Evaluation, Evaluation Methods
Ana De Jesus – ProQuest LLC, 2024
This descriptive phenomenology study investigated middle school mathematics teachers' formative assessment practices in the Dominican Republic. The study explored three research questions about the types of formative assessment strategies teachers implemented, how they used formative assessment data to make instructional decisions, and the…
Descriptors: Middle School Teachers, Mathematics Teachers, Formative Evaluation, Foreign Countries
Paraskevi Vassiliou – ProQuest LLC, 2024
The increasing popularity of accountability systems and frameworks around European countries have encouraged many stakeholders to insist on providing high quality assessments. For language assessment, it appeared a focus on Summative Assessment, testing and high stakes examinations, while it was pointed out the significant role of Formative…
Descriptors: Foreign Countries, Second Language Instruction, Language Teachers, Greek
Judy Charles – ProQuest LLC, 2024
Many students at the Valley View Primary School (pseudonym) in the Caribbean are not performing according to numeracy and literacy standards on national tests. Administration and teachers wanted to know why changes to formative assessment practices are not increasing students' achievement levels. The purpose of this qualitative exploratory case…
Descriptors: Foreign Countries, Elementary School Students, Formative Evaluation, Student Evaluation
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Fincke, Krista; Morrison, Deb; Bergsman, Kristen; Bell, Phillip – Science Teacher, 2021
All educators engage in formative assessment; however, to ensure educators are fostering equity in how diverse learners experience learning, the assessment toolkit needs to be expanded. Science education, like all other aspects of society today, has persistent issues of inequity rooted in issues of anti-Blackness, colonialism, and racism; however,…
Descriptors: Formative Evaluation, Equal Education, Student Attitudes, Measures (Individuals)
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Lewkowicz, Jo; Leung, Constant – Language Teaching, 2021
The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term 'CBA' has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and…
Descriptors: Student Evaluation, Formative Evaluation, Summative Evaluation, Educational Policy
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Stan, Loredana-Alina – Acta Didactica Napocensia, 2021
This article focuses on the results of an investigation about the "traffic light" method in kindergarten, which is used as a self-assessment method, a strategy by which the preschoolers evaluate their own progress in achieving the learning objectives, and the teacher obtains an immediate feedback regarding the level of understanding of…
Descriptors: Evaluation Methods, Self Evaluation (Individuals), Preschool Children, Kindergarten
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Teasdale, Rebecca M. – American Journal of Evaluation, 2021
Evaluative criteria define a "high quality" or "successful" evaluand and provide the basis for judgment of merit and worth, yet they are often assumed and implicit in the evaluation process. This article presents an empirically supported model that describes and integrates two aspects of criteria: domain and source. Domain…
Descriptors: Evaluation Criteria, Models, Values, Summative Evaluation
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Eysink, Tessa H. S.; Schildkamp, Kim – Educational Research, 2021
Background: To enable all students to reach their full potential, teachers have to adapt their instruction to students' varying needs. In order to do this, teachers need to engage in activities associated with formative assessment, as well as those associated with differentiation. However, both of these types of activities are, in themselves,…
Descriptors: Individualized Instruction, Formative Evaluation, Student Evaluation, Educational Practices
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Maria Nielsen Stewart; Noah Brown; Amber Candela; Samuel Otten; Zandra de Araujo – Mathematics Teacher: Learning and Teaching PK-12, 2025
The authors developed an instructional nudges as part of a larger research project. These instructional nudges are designed to be small but powerful changes to teachers' existing practices. Some instructional nudges focus on modifying tasks used in classrooms. In this article, the authors share Rate and Review. The goal of Rate and Review is to…
Descriptors: Teaching Methods, Mathematics Instruction, Persuasive Discourse, Task Analysis
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Hannah Jardine; Gavin Frome – Journal of College Science Teaching, 2025
Formative assessment is highly beneficial for student motivation and achievement, but in undergraduate courses, especially large introductory life sciences courses, it may be difficult for instructors to gather the evidence necessary for quality formative assessment. Undergraduate teaching and learning assistants (UTLAs) can help to implement…
Descriptors: Teaching Assistants, Feedback (Response), Formative Evaluation, Undergraduate Students
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Samantha Yanosko; Grant Valentine; Matthew W. Liberatore – Chemical Engineering Education, 2025
An interactive textbook for a material and energy balances course measured over 1,300 reading interactions and hundreds of auto-graded problems per student each term. Specifically, seven cohorts and 601 students completed over 700,000 reading interactions and 150,000 auto-graded problems. Median reading participation was over 93%. Median correct…
Descriptors: Chemical Engineering, Textbooks, Computer Uses in Education, Grading
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Eloy Gálvez-López – Teaching in Higher Education, 2025
The increase in student mobility world-wide and the globalization of teaching and learning practices has resulted in the prevalence of multicultural classrooms. However, knowledge on how cultural differences interact with increasingly student-centered practices is scarce. This is especially relevant for the provision of effective formative…
Descriptors: Formative Evaluation, Feedback (Response), Cultural Pluralism, Global Approach
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Saewon Chun; Cindy Liang; Charity Thomann; Shaimaa N. Amin; Christina Trinh; Camila Araujo; Sherif S. Hassan – Advances in Physiology Education, 2025
Medical schools were incorporating active learning strategies in anatomy teaching to accommodate diverse student bodies. Formative assessment and art as a hands-on learning method had been explored as alternatives to traditional teaching methods. Those methods allowed students to practice and assess their understanding of anatomy as they progress.…
Descriptors: Medical Students, Medical Schools, Medical Education, Anatomy
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