Planning and Conducting Formative Evaluations

Tessmer, Martin

doi:10.4324/9780203061978

Cited by 169 publications

(140 citation statements)

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“…The research involved class eight students aged 13-15 years old of Junior High School 19 Palembang. This development research consisted of 2 stages: preliminary and formative evaluation (Tessmer, 1993;Zulkardi, 2006).…”

Section: Methodsmentioning

confidence: 99%

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

et al. 2021

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This development research aimed to develop valid and practical PISA-like math tasks on algebra using Arabic contexts that potentially affect mathematical literacy skills. This research was comprised of two stages, preliminary and formative evaluations. This research employed the lesson study learning community (LSLC) system in the development and implementation process and involved grade eight students aged 13-15 years old in Junior High School 19 Palembang. Data collection techniques were walkthrough, observations, and interviews, while the analysis techniques were tests. This research produced six units and nine items of PISA-like-math problems with the content characteristics using Algebra topic, Arabic personal and social contexts, levels 2, 3, 5 and 6 following the 2018 PISA framework, process competencies at mathematical literacy skills, standard language application, applicability for students, and interpret by students. To conclude, the developed PISA-like math tasks were valid, provided practicality, and potentially affected on mathematical literacy skills, and learning to confront Arabic culture in South Sumatera.

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Section: Methodsmentioning

confidence: 99%

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

et al. 2021

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“…Very often, in complex projects having a Living Lab approach, the evaluation process distinguishes summative from the formative evaluation [26,27]. Summative evaluation emphasizes an overall judgment of the project's effectiveness.…”

Section: Evaluation In Action: a Learning Driven Frameworkmentioning

confidence: 99%

“…Coherently with the distinction between summative and formative evaluation [26], which was [27] described in Section 2.3, learning will be further supported and pushed by evaluation in each of the Quadruple Helix ecosystems (namely the easyRights project ecosystem, the service ecosystems, and the hackathon ecosystem) by exploring in details the what/how/why triplet. In easyRights, evaluation can be considered the additional methodological approach to push learning and will consider the three Quadruple Helix ecosystem categories as proper environments.…”

Section: Evaluation For Collaborative and Critical Reflectionsmentioning

confidence: 99%

Complex Projects and Transition-Driven Evaluation: The Case of the easyRights European Project

2021

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More and more, the evaluation of complex projects is being related to the capacity of the project to deal with crucial social, economic, and environmental issues that society is responsible for and with the activation of systemic changes. Within this “mission” perspective, growing attention is given to learning in action. This paper aims at (i) conceptualizing a methodological framework for complex project evaluation within the context of the Triple-Loop Learning mechanism and (ii) showing its application in a European project as well as including the toolbox developed in coherence with the elaborated framework. It does so by looking at the case of an ongoing Horizon 2020 project aiming to develop language-oriented technologies supporting the inclusion of migrants in Europe. In particular, the paper looks at Triple-Loop Learning as pushed by the reflection on three dimensions: the “what”, the “how”, and the “why” of collective actions in complex projects. The consequent learning process is expected to have transformational potentials at the individual, institutional/organizational, and (in the long term) up to the societal scale. By exploring the opportunities offered by the evaluation tools in the easyRights project, the study highlights the potential of nurturing a wider, arguably neglected as yet, learning space for understanding, engaging, and transforming real contexts and thus developing more effective contribution to the needed transition.

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“…Pengembangan model tessmer lazimnya juga dikenal model formative evaluation yakni Teknik uji yang sering kali digunakan dalam menentukan tingkat kualitas dari hasil pengembangan (Tessmer, 1993). Pada Ilmu sosial banyak dari ahli yang membekukan instrument pada beberapa keperluan pengukuran.…”

Section: Pendahuluanunclassified

Pengembangan Instrumen Tes untuk Mengukur Kemampuan Problem Solving Siswa pada Materi Aritmatika Sosial

Yuliani¹,

Mania²,

Magfirah³

et al. 2021

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Permasalahan utama dalam penelitian ini ialah pembuatan produk berupa instrumen tes yang bermaksud untuk mengukur kemampuan memecahkan masalah para siswa. Proses penelitian ini mengadopsi rangkaian tahapan dari model pengembangan tipe formative evaluation. Informasi data didapatkan melalui observasi dan interview dengan menggunakan angket, tes, serta lembar validasi sebagai alat ukur/instrumennya. Data dianalisis hingga memenuhi kevalidan dan kepraktisan. Dari rangkaian penelitian, diperoleh bahwa produk instrumen tes yang sudah dikembangkan sudah valid dan praktis dengan perolehan skor validitas 0.78 serta 74% dan 83% untuk skor kepraktisan. Jadi instrumen tes sudah dinyatakan layak untuk diaplikasikan

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Planning and Conducting Formative Evaluations

Cited by 169 publications

References 0 publications

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

Complex Projects and Transition-Driven Evaluation: The Case of the easyRights European Project

Pengembangan Instrumen Tes untuk Mengukur Kemampuan Problem Solving Siswa pada Materi Aritmatika Sosial

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