Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

Antoniou, Panayiotis; James, Mary

doi:10.1007/s11092-013-9188-4

Cited by 66 publications

(66 citation statements)

References 37 publications

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“…Morphology‐based biomedical courses often rely on high‐resolution images and benefits from students' interaction with virtual slides. Therefore, being unable to integrate VM with the CRS is a limiting factor, especially impairing the creation of questions in real‐time (Antoniou and James, ).…”

Section: Discussionmentioning

confidence: 99%

“…Although there was interaction between the participants, it relied on a planned activity. An exclusive interactive experience, without previous planning and where the teacher is responsive to events as they arise (Antoniou and James, ), would require a CRS capable of incorporating the virtual microscopy.…”

Section: Discussionmentioning

confidence: 99%

“…The use of the CRS facilitates prompt identification of misconceptions and allow for a more inclusive classroom environment. However, the fact that the questions have to be planned in advance limits its abilities as an interactive teaching tool (Antoniou and James, ; Warman et al, ). Nevertheless, both students and instructors agreed that the use of the interactive software was beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…The use of any teaching tool that generates information about students' achievements and can be used by teachers and students to improve learning is a formative assessment tool (Black and Wiliam, ; Baleni, ). The use of formative assessment to obtain and provide continuous feedback on student's state of knowledge has been implemented in the biomedical sciences in many forms (Clynes and Raftery, ; Alexander et al, ; Trumbull and Lash, ; Antoniou and James, ). The repertoire of formative assessment tools in use in the histology course at Cornell University (BioAP4130/BioMS4130) encompass quizzes, laboratory reports, case study reports, and laboratory activities using both light microscopy and virtual microscopy as tools.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating a technology supported interactive response system during the laboratory section of a histology course

Rinaldi

Lorr

Williams

2016

Anatomical Sciences Ed

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Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics , a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions "on-the-go," engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluating a technology supported interactive response system during the laboratory section of a histology course

Rinaldi

Lorr

Williams

2016

Anatomical Sciences Ed

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“…Classroom assessment can only function formatively when the collected information is actually used by the teacher to adapt the teaching to meet students' needs (Black and Wiliam 1998a). With respect to the actions taken by the teachers, a distinction can be made between enhancing students' performance by correcting students' responses immediately and instantly explaining why the answer is wrong, or by a postponed action by tailoring their instruction to the needs of the students and in this way improving the students' learning (Antoniou and James 2014;Hill and McNamara 2012).…”

Section: Classroom Assessmentmentioning

confidence: 99%

Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers

2016

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Background: This paper reports on the use of classroom assessment techniques (CATs) by primary school mathematics teachers in China. CATs are short, focused assessment activities that can reveal students' understanding of specific mathematical subjects. The study involved six female third-grade mathematics teachers from Nanjing, China. The focus was on assessing division. Data were collected by teacher interviews, feedback forms and final reports, lesson observations, and student work. Results: The study revealed that the teachers could easily include CATs in their daily practice. By conducting the CATs, the teachers got new information about their students' learning. Most teachers liked using the CATs, especially those with the red/green cards, which is a whole-classroom immediate response format, providing quick information of the students' learning. The teachers also found the CATs feasible to conduct and helpful to engage their students during the lesson. However, no evidence was found that they used the information gained from the CATs for adapting their instruction to meet the students' needs in subsequent lessons. In fact, the teachers only used the teacher guide of the CATs to adapt their instruction beforehand. The CATs, instead of being implemented as assessment activities, were often included as extra exercises in the pre-arranged lesson plans of the teachers. If necessary, the teachers provided their students with instant help in order to assist them to get the correct answers.

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Integrating Digital Citizenship into a Primary School Course “Ethics and the Rule of Law”: Necessity, Strategies and a Pilot Study

Deng²,

et al. 2023

Lecture Notes in Computer Science

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Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

Cited by 66 publications

References 37 publications

Evaluating a technology supported interactive response system during the laboratory section of a histology course

Evaluating a technology supported interactive response system during the laboratory section of a histology course

Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers

Integrating Digital Citizenship into a Primary School Course “Ethics and the Rule of Law”: Necessity, Strategies and a Pilot Study

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