Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

Khajeloo, Mojtaba; Birt, Julie; Kenderes, Elizabeth M.; Siegel, Marcelle A.; Nguyen, Hai Trung; Ngo, Linh; Mordhorst, Bethany R.; Cummings, Keala

doi:10.1007/s10763-020-10149-8

Cited by 3 publications

(1 citation statement)

References 48 publications

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“…For freshmen in college, formative assessment’ beneficial role in their academic development has called for ample attention to the integration of feedback information and course instruction in university ( McCallum and Milner, 2021 ). Further, Khajeloo et al (2022) displayed the challenges and realizations of practicing the formative assessment within the university biological context, which was conducted through classroom observation, interviewer, and student focus group. The investigation unveiled that individuals’ practical assessment theories had implicational effects on formative assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Jiang

Wang

2022

Front. Psychol.

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As a sub-realm of Language Teacher Psychology (LTP), teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university settings, and the real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level.

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Section: Literature Reviewmentioning

confidence: 99%

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Jiang

Wang

2022

Front. Psychol.

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Feedback Through Digital Application Affordances and Teacher Practice

Muslu,

Siegel

2024

J Sci Educ Technol

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Assessment feedback is an essential way to promote student learning. Students and teachers may benefit from educational technologies during the feedback process. The purpose of this study was to identify the feedback dimensions that were fulfilled by iPad applications (apps) and to compare teacher practice to the affordances of apps. Typological data analysis was used to perform this qualitative case study. We analyzed seven apps (QR Code Reader, Schoology, Kahoot!, Nearpod,Socrative, ZipGrade, and The Physics Classroom) that a high school physics teacher used to provide feedback in a technology-enhanced classroom. Data sources included classroom video recordings and the websites of these apps. To facilitate the analysis of the data, we enhanced the feedback dimensions identified by Hatzipanagos and Warburton (2009). Our analysis highlighted the diverse capabilities of these apps with regard to supporting the following dimensions of effective feedback: dialogue, visibility, appropriateness, community, power, learning, timeliness, clearness, complexity, reflection, and action. We found that through additional discussion and interactions with students, the teacher could support dimensions that an app did not support. This study not only underscores the critical interplay between technological tools and teacher practices with regard to crafting effective feedback mechanisms but also offers practical recommendations for educators seeking to optimize technology-enhanced feedback in classroom settings. Future research is encouraged to explore the technology implementation experiences of less experienced teachers. Examining teachers working at various school levels and from various countries can offer valuable insights.

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Technology-Integrated Assessment: A Literature Review

Madland,

Irvine,

DeLuca

et al. 2024

OTESSAJournal

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The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

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Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

Cited by 3 publications

References 48 publications

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

An ecological approach to understanding university English teachers’ professional agency in implementing formative assessment

Feedback Through Digital Application Affordances and Teacher Practice

Technology-Integrated Assessment: A Literature Review

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