Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Yan, Zi; Pastore, Serafina

doi:10.1177/07342829221075121

Cited by 16 publications

(7 citation statements)

References 53 publications

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“…It develops skills for formative assessment and learning output of students. It identifies formative assessment for students' direct learning process and practices, (Yan, & Pastore, 2022). Furthermore, it shows that organization of formative assessment develops the flow of the assessment transition essay smoothly.…”

Section: Discussionmentioning

confidence: 97%

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Mallillin¹

2023

Int. j. soc. sci. humanit. invent.

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The study aims to identify the formative assessment of purposive communication modules in the academic performance of students and what makes the formative assessment of purposive communication modules for the improved academic performance of students in Higher Education Institution (HEI) among the respondents. Mixed methods are employed in the study which is composed of quantitative and qualitative research design. Hence, random sampling techniques are utilized in the study. It is a sampling technique that provides equal opportunity for the respondents to be chosen in the study. The study comprised two hundred (200) respondents only. Results show that formative assessment of purposive communication module provides support for students to outline and focus assessment for better learning process based set learning outcome, show to explore learning experiences for student in the improved academic performance, show evidence provided in the learning process through rubrics to support assessment of students, show that evidence and examples of assessment are well explained based on the questions given for better output in the academic performance which is relevant, and explanation supports position assessment specified for better comprehension of students, show that writing mechanics is well-defined instruction for better analysis of the assessment in the module, show that organization of the assessment enhance clear structure that showcases ideas for the measure academic performance of students. Findings show that there is a significant relationship on the formative assessment of purposive communication modules in the academic performance of students in Higher Education Institution as observed by the respondents.

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Section: Discussionmentioning

confidence: 97%

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Mallillin¹

2023

Int. j. soc. sci. humanit. invent.

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“…Formative assessment has become a policy pillar with educational significance (Van der Kleij et al, 2018) due to its potential to improve student learning (Black & Wiliam, 1998). The fact that the scale has been used in different cultures, such as Hong Kong and Italy (Yan & Pastore, 2022b), and has high psychometric properties, created a motivation for its adaptation to Turkish culture. Adaptation of the TFALS into Turkish will be beneficial in terms of determining the levels of formative assessment literacy of our teachers, meeting their formative assessment needs by identifying them, and allowing for different comparisons.…”

Section: Aim Of the Present Studymentioning

confidence: 99%

Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study

İZCİ,

İLTER,

IZGAR

2024

International Journal of Assessment Tools in Education

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In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample. Data was collected from 318 teachers, of whom 168 were males and 150 were females, working in different state schools in a city in the Central Anatolia Region of Türkiye. As the first step, the scale items were translated and back-translated by experts in both English and Turkish. Afterward, experts were presented with the scale to check for consistency and accuracy based on the feedback received. A pilot study was carried out to establish the linguistic equivalence of the scale, followed by an examination of its structural validity in a Turkish sample. To demonstrate evidence of the confirmed factor structure of TFALS with 22 items, the confirmatory factor analysis (CFA) was conducted. The CFA results demonstrated that the three-factor model of the TFALS-Turkish-version had adequate fit indices. The Cronbach’s alpha coefficient of the total scale was found to be .93. The Cronbach’s alpha for each of the dimensions of TFALS was .90 for the conceptual dimension (7 items), .86 for the practical dimension (8 items), and .88 for the socio-emotional dimension (7 items). Composite reliability coefficients of the dimensions ranged from .78 to .84. The results of this study provide important evidence for the validity and reliability of the Turkish version of the TFALS, confirming that it has good psychometric properties in a Turkish sample

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“…Factors that influence a teacher's implementation of FA include their (a) knowledge and skills in providing effective feedback and asking the right questions to facilitate classroom discussion, (b) collaboration opportunities between teachers, and (c) teacher beliefs and selfefficacy in using assessment for learning (Schildkamp et al, 2020;Yan et al, 2021). Meanwhile, classroom teachers' FA practices are understudied because there is a lack of effective tools to observe these practices accurately (Yan & Pastore, 2022). More specifically, there is a need to assess the degree to which teachers prioritize students' ideas and contributions during FA.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

Yang

2023

iejee

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A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers’ implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers’ formative assessment practices. This study focuses on the ongoing informal formative assessment and explores the nature of one experienced elementary teacher’s formative assessment practices by drawing on a sociocultural perspective and the tool of Formative Assessment Rubrics, Reflection, and Observation Protocol. Primary data sources include classroom observations, interviews, and artifacts. Using inductive and deductive coding approaches, the study found the importance of creating a classroom culture of valuing and foregrounding student ideas when teachers communicate learning targets and elicit students’ thinking. In addition, the study sheds light on the teacher’s questioning practice with variations during informal FA. The study has implications for future research.

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Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Cited by 16 publications

References 53 publications

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Formative Assessment of Purposive Communication Module in the Academic Performance of Students in Higher Education Institution (HEI)

Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study

Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study

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