Formative Assessment as Assessment for Learning Development

Voinea, Lucian

doi:10.26755/revped/2018.1/7

Cited by 29 publications

(28 citation statements)

References 3 publications

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“…This strategy cannot be applied in SA to extend to improve learning that way it can be done in FA. Feedback has proven to be very beneficial for both students and teachers, providing step-by-step guidance and gradual progression in the learning process (Voinea, 2018). The feedback enables the students to learn regarding their strengths and weaknesses.…”

Section: Formative Assessmentmentioning

confidence: 99%

“…The identification of strengths and weaknesses of a student helps in planning the learning strategies, various other strategies to improve the learning of a student, and how to address the learning gaps in the most effective manner possible. It also helps to address mistakes, how to subjugate them with effective learning progression, wrong and right perceptions are welcome regarding the understanding and prior cognitive development of a student (Voinea, 2018).…”

Section: Formative Assessmentmentioning

confidence: 99%

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Critical Review of Formative Assessment Practices Implemented in English Language Learning Programs in Sindh

Hashmi

Hussain

Zaman

et al. 2021

HSSR

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Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program. Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female teachers, who were selected on purposive sampling method, participated in a focused group interview to share their views about the merits and demerits of the formative assessment technique. The data was analyzed using content and thematic analysis. Main Findings: The merits of the formative assessment technique used were reported as helpful in identifying the learning gaps, providing constructive feedback, identifying the students’ strengths, empowering the teachers, and creating a stress-free assessment. Similarly, the demerits were reported as being time-consuming, unconventional assessment strategies, and creating a lack of professional development to adopting a new strategy. Applications of this study: Many language teachers regularly implement formative assessment in their language classrooms and are always in search of some good material to make their formative assessment more fruitful and result-oriented. This study will be useful for such teachers. They can benefit from the findings of the study and improvise their method of formative assessment. Novelty/Originality of this study: The study is one of its kinds using the teachers’ perspectives to explore the effectiveness of drawbacks of formative assessment technique. People who have recently joined the teaching fraternity must be inquisitive about various techniques of assessment. This study is going to assist them in not only deciding whether they want to implement formative assessment in class, but it will also prepare them in advance to encounter the limitations of formative assessment and take necessary measures to address these limitations.

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Section: Formative Assessmentmentioning

confidence: 99%

Section: Formative Assessmentmentioning

confidence: 99%

Critical Review of Formative Assessment Practices Implemented in English Language Learning Programs in Sindh

Hashmi

Hussain

Zaman

et al. 2021

HSSR

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“…(Elis Ratna Wulan & Rusdiana, 2015) Tes hasil belajar atau evaluasi yang lazim dilaksanakan adalah tes diagnostic, tes selektif, tes formatif, tes sumatif, dan tes ujian nasional (UN), dalam penelitian ini peneliti menggunakan tes formatif. Tes formatif adalah penelitian untuk memberikan umpan balik antara peserta didik dan guru dalam kegiatan pembelajaran (Nurjannah, 2017) Namun, efektifitas tes formatif bergantung pada isi umpan balik yang diberikan oleh guru secara berkelanjutan (Voinea, 2018) Hail tes formatif bertujuan untuk memberikan informasi pada guru sejauh mana pemahaman peserta didik sesuai pencapaian hasil pembelajaran setiap kompetensi dasar yang telah ditentukan Karakteristik dari tes formatif diantaranya yaitu : (1) Dilakukan pada akhir setiap satuan pelajaran; (2) Digunakan untuk mengetahui seberapa jauh tujuan pembelajaran sudah tercapai; (3) Memberikan umpan balik perbaikan proses belajar mengajar; (4) Menggunakan tes hasil belajar/ kuesioner/ cara lain; (5) Penilaian penguasaan minimal 70% dari tujuan pembelajaran yang ingin dicapai (Rofiah et al, 2013) Materi yang akan digunakan dalam penelitian ini adalah faktorisasi suku aljabar, faktorisasi suku aljabar merupakan materi pokok yang diajarkan pada siswa kelas VIII. Siswa sering kali kesulitan dalam memahami dan mengerjakan soal operasi bentuk aljabar, pecahan aljabar, maupun faktorisasi suku aljabar.…”

Section: Pendahuluanunclassified

Pengaruh Pemberian Tes Formatif terhadap Hasil Belajar Matematika Materi Faktorisasi Suku Aljabar Pada Kelas VIII MTs Qur’aniyah Batu Kuta-Narmada Lombok Barat

Nurwulan

2021

JSA

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Dalam proses belajar mengajar sangat penting untuk mengetahui sejauh mana siswa memahami suatu materi yang diajarkan, salah satu cara mengetahuinya adalah dengan mengadakan evaluasi yaitu tes formatif. Akan tetapi guru masih banyak yang mengabaikan evaluasi tersebut. Penelitian ini bertujuan untuk mengetahui apakah pemberian tes formatif berpengaruh terhadap hasil belajar matematika siswa kelas VIII MTs Qur’aniyah Batu Kuta pada materi faktorisasi suku aljabar. Populasi dalam penelitian ini adalah semua siswa kelas VIII. Oleh karena itu, jenis penelitian yang digunakan adalah kuantitafif dengan metode penelitian eksperimen dengan teknik pengambilan sampel diambil dengan menggunkan teknik purposive sampling yaitu dengan melihat nilai awal (pre-test) siswa. Nilai rata-rata tertinggi dari pre-test peneliti jadikan sebagai kelas kontrol yaitu kelas A dan kelas yang mendapatkan nilai rata-rata terendah peneliti jadikan sebagai kelas eksperimen yaitu kelas VIII C. Penelitian ini menggunakan pretest-posttest control-group design. Berdasarkan uji normalitas dengan menggunakan chi kuadrat (X^2 ) maka didapatkan X_hitung^2untuk data post-test pada kelas eksperimen 3,95 dan kelas kontrol 5,58 lebih kecil dari X_tabel^2 yaitu 11,07, maka data terdistribusi normal. Sedangkan untuk uji homogenitas menggunakan uji fisher maka diperoleh Fhitung 1,07 lebih kecil dari Ftabel 2,08 oleh karena itu data homogen. Adapun hasil penelitian adalah antara pemberian tes formatif dengan hasil belajar matematika materi faktorisasi suku aljabar pada kelas VIII terdapat pengaruh yang signifikan dengan hasil perhitungan thitung 1,90 > ttabel 1.68 dengan tingkat signifikan 5%. Maka Ho di tolak artinya ada pengaruh pemberian tes formatif terhadap hasil belajar matematika pada materi faktorisasi suku aljabar. Hal ini menunjukkan, dengan diterapkannya evaluasi pada setiap akhir pembelajaran (tes formatif) maka akan memiliki pengaruh terhadap hasil belajar matematika siswa kelas VIII MTs Qur’aniyah Batu Kuta-Narmada khususnya pada materi faktorisasi suku aljabar.

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“…Formative assessment is an ongoing process that is always present in the teaching process and has the main goal in developing learning by guiding and directing learning activities in such a way as to meet the learning needs of students and make students able to manage their own learning processes (Voinea, 2018). The application of formative assessment with the Plickers application not only provides assessment but also for the occurrence of the learning process so that it can increase student involvement in the process and increase student learning activities.…”

Section: Affective Aspect Learning Outcomesmentioning

confidence: 99%

Using technology for formative assessment in food preservation learning

Yuliani¹,

Sugiarti²,

Rahayu³

2020

JPIPFIP

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The research aims to determine the cognitive and affective aspects of learning outcomes on food preservation learning that applies formative assessment using Plickers app. The study used quasi experimental method with non equivalent control group design. The research sample consisted of 22 students as an experimental class and 22 students as a control class. Measurement of learning outcomes of cognitive aspects was based on the reults of the pretest and posttest. Measurement of learning outcomes for affective aspects was based on the results of assessment of indicators of visual, verbal, listening, drawing, writing, motor, mental, and emotional activity. The results showed that the experimental group that implemented formative assessment using the Plickers app had cognitive learning outcomes better than the control class. The average score of the N-Gain experiment class was 0.486 (in the medium category), while the control class was 0,266 (in the low category). The average results of the indicators assessment of affective aspects on the experiment class was in a very good category whereas the control class was in a good category. Applying formative assessments with the Plickers app not only provides assessments but also increases student learning activities and involvement in the learning process. Penilaian formatif menggunakan teknologi pada materi pengawetan bahan panganPenelitian ini bertujuan untuk mengetahui hasil belajar pada aspek kognitif dan afektif siswa pada pembelajaran materi pengawetan bahan pangan yang menerapkan formative assessment menggunakan aplikasi Plickers. Penelitian menggunakan quasi experimental method dengan non equivalent control group design. Sampel penelitian terdiri dari 22 siswa sebagai kelas eksperimen dan 22 siswa sebagai kelas kontrol. Pengukuran hasil belajar aspek kognitif dilakukan berdasarkan hasil pre-test dan post-test. Pengukuran hasil belajar aspek afektif didasarkan pada hasil penilaian indikator aktivitas visual, lisan, mendengarkan, menggambar, menulis, motorik, mental, dan emosional. Hasil penelitian menunjukkan bahwa kelas eksperimen yang menerapkan formative assessment menggunakan aplikasi Plickers memiliki hasil belajar pada aspek kognitif yang lebih baik dari kelas kontrol. Nilai rata-rata N-Gain kelas eksperimen adalah 0,486 (kategori sedang) sedangkan pada kelas kontrol adalah 0,266 (kategori rendah). Rata-rata penilaian indikator hasil belajar aspek afektif kelas eksperimen berada pada kategori sangat baik sedangkan kelas kontrol berada pada kategori baik. Penerapan penilaian formatif dengan aplikasi selain memberikan penilaian juga meningkatkan aktivitas belajar dan keterlibatan siswa.

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Formative Assessment as Assessment for Learning Development

Cited by 29 publications

References 3 publications

Critical Review of Formative Assessment Practices Implemented in English Language Learning Programs in Sindh

Critical Review of Formative Assessment Practices Implemented in English Language Learning Programs in Sindh

Pengaruh Pemberian Tes Formatif terhadap Hasil Belajar Matematika Materi Faktorisasi Suku Aljabar Pada Kelas VIII MTs Qur’aniyah Batu Kuta-Narmada Lombok Barat

Using technology for formative assessment in food preservation learning

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