The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

Waskito, Waskito; Irzal, Irzal; Ya, Kyaw Zay

doi:10.30880/jtet.2022.14.01.005

Cited by 9 publications

(8 citation statements)

References 22 publications

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“…Teachers' reflections support findings from formative assessment, contributing to their professional development (Moyo et al, 2022). Therefore, feedback and formative assessment, together, play an intimately linked role in the teaching-learning process (Waskito & Kyaw, 2021;Espinoza, 2021). Under the same approach, it is highlighted that feedback is essential to redirect the student's learning and teaching process, requiring analysis, reflection and appropriate guidance (Alsalhanie, 2018).…”

Section: Formulation Of the Problemmentioning

confidence: 86%

The Teaching Feedback Process From Comprehensive Pedagogical Strategies

Graciela,

Angélica,

Tomasita

et al. 2024

Migrat. Lett.

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The research aimed to determine the influence of the comprehensive pedagogical program on the formative feedback of teachers in the Zarumilla district in 2023, using a quasi-experimental design. Pre- and post-tests were applied to an experimental group that received the program and a control group. The sample consisted of 23 teachers (12 in the experimental group and 11 in the control group), selected through non-probabilistic sampling. A 27-item questionnaire was used to collect information, and the Student's T test was applied to compare means. The results indicated a significant improvement (p<0.05) in the experimental group after the application of the program, supporting the study hypothesis. Furthermore, the influence of the program was observed in the descriptive, discovery and evaluative dimensions.

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Section: Formulation Of the Problemmentioning

confidence: 86%

The Teaching Feedback Process From Comprehensive Pedagogical Strategies

Graciela,

Angélica,

Tomasita

et al. 2024

Migrat. Lett.

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“…Here, the students used the developed module based on project based on the potential of students' region (Latifa, Syahril, Jalinus, & Ridwan, 2022). In each stage of the implementation, a formative assessment with active feedback was given to improve the students' academic achievement (Waskito, Irzal, Wulansari, & Kyaw, 2022).…”

Section: Fig 1 -Research Procedures (A= 4cs Skills Instrument)mentioning

confidence: 99%

The Effectiveness of Project-Based Learning On 4Cs Skills of Vocational Students in Higher Education

Syahril¹,

Purwantono²,

Wulansari³

et al. 2022

JTET

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The results of the previous study showed that theimplementation of the project which is based on the potential of the students’ region was better in improving soft skills, engagement and core competencies of learning for students. This study aims to continue the investigation on revealing the effectiveness of the model in improving the students’ 4Cs skills. It is driven by educational needs in this 21st century which requires vocational students to have those skills to adapt to the complexities of the real industry. This study was conducted by using a quasi-experimental method. The potential of the students’ region-based project was implemented to an experimental group; meanwhile, the free theme-based project was administered to a control group. Upon completion of the assessment, each student's 4Cs skill in the experimental group had higher scores than those of the control group. Overall, after being analysed by using ANCOVA, there were significant differences found between the 4Cs skills scores of the experimental group and those of the control group. Therefore, it can be concluded that the project which is based on the potential of the students’ region is more effective in improving the 4Cs skills of vocational students in higher education than the free theme based-project is. The syntaxes of the project based on the potential of students’ region explained here can be a reference for teachers and lecturers in implementing it. In addition, as it is being developed, it can also inspire and be a reference for other researches focusing their study in the learning quality development at vocational education.

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“…The advantage of this feedback-based assessment method is that it will obtain information about the pattern of achieving learning objectives. To meet the learning objectives set, diagnostic information for each learner can more effectively help learners know which parts of the topic they still have not mastered so that these learners can quickly learn the lesson topics that have not been mastered (Waskito et al, 2022). The assessment results from using this feedback-based assessment method provide diagnostic information from each score obtained by each learner, called individual diagnostic information, and information on groups of learners or group diagnostic information (Duan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Waskito,

Wulansari,

Rifelino

et al. 2024

IJCRSEE

Self Cite

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Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.

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The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

Cited by 9 publications

References 22 publications

The Teaching Feedback Process From Comprehensive Pedagogical Strategies

The Teaching Feedback Process From Comprehensive Pedagogical Strategies

The Effectiveness of Project-Based Learning On 4Cs Skills of Vocational Students in Higher Education

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

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