Formative Assessment in Higher Education: From Theory to Practice

Koka, Rudīte; Jurāne-Brēmane, Anžela; Koķe, Tatjana

doi:10.26417/ejser.v9i1.p28-34

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…In addition, the incorporation of formative assessment instead of summative assessment has been strongly advocated by assessment scholars (e.g. Koka, Jurane-Bremane, & Koke, 2017).…”

Section: Beliefs On the Product Of Esl Curriculum Designmentioning

confidence: 99%

The origin and impact of an ESL teacher’s beliefs on curriculum design

Shieh

Reynolds

2020

Asia Pacific Journal of Education

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Teachers in institutions of higher education have a very high degree of freedom when designing curricula. They make decisions on learning objectives, content, content organization, teaching arrangement, and assessment. Teachers' beliefs regarding curriculum design affect decisionmaking and planning processes, teaching approaches, and their relationships with students. This study aimed to examine the role beliefs played in influencing an English as a Second Language (ESL) teacher's curriculum design. The teacher's beliefs, their origins, and their impact on curriculum design were investigated through the analysis of in-depth interview transcripts, course outlines, teaching and learning materials, and teaching reflection notes. The results of the analysis revealed that the ESL teacher believed that an ESL curriculum should be balanced, authentic, and enjoyable. While teaching experiences, article reading, and personal interests were shown to have shaped the ESL teacher's beliefs, the most significant influencer was his personal experiences in a postgraduate Teaching English to Speakers of Other Languages teacher education programme. This finding underscores that quality curricula will bring about positive learning experiences, which, in turn, will lead to better curriculum design.

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“…In addition, the incorporation of formative assessment instead of summative assessment has been strongly advocated by assessment scholars (e.g. Koka, Jurane-Bremane, & Koke, 2017).…”

Section: Beliefs On the Product Of Esl Curriculum Designmentioning

confidence: 99%

The origin and impact of an ESL teacher’s beliefs on curriculum design

Shieh

Reynolds

2020

Asia Pacific Journal of Education

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“…The social difficulties that can arise from formative assessment is a main concern (Biesma et al, 2019). Additionally, both Koka et al (2017) and Bond et al (2020) stressed that formative assessment is not effective if not used regularly and Crossouard and Pryor (2012) emphasized that unexamined theories related to formative assessment can be implicit in practice and potentially narrow the educational possibilities of an intervention. Similarly, Morris et al (2021), following Yorke (2003), question the most effective assessment approaches for higher education students, because there is a lack of clarity across higher education.…”

Section: Critical Views Of Formative Assessment In Higher Education C...mentioning

confidence: 99%

Formative assessment in higher education: an exploratory study within programs for professionals in education

Parmigiani,

Nicchia,

Murgia

et al. 2024

Front. Educ.

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This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessment strategies. Data collected after each stage revealed participants’ perspectives on each method. Findings show that students who engaged in formative assessment comprehended assessment complexity and were motivated to use diverse assessment forms. Formative assessment proves effective for both evaluation and development, supporting higher education students in honing assessment competencies for future professional roles in educational and social sectors.

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“…For now, however, these instructors are still using traditional strategies such as paper-and-pencil strategies in their assessments (Dong, 2021). Koka et al (2017) states that formative assessments need to be used by instructors in higher education in order to decrease the lecturing style that these instructors espouse.…”

Section: Introductionmentioning

confidence: 99%

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

Awajan

2023

ONLINE J COMMUN MEDIA TECHNOL

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This study aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students’ learning in English literature course in higher education after COVID-19.

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Formative Assessment in Higher Education: From Theory to Practice

Cited by 9 publications

References 10 publications

The origin and impact of an ESL teacher’s beliefs on curriculum design

The origin and impact of an ESL teacher’s beliefs on curriculum design

Formative assessment in higher education: an exploratory study within programs for professionals in education

The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19

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