The effect of online summative and formative teacher assessment on teacher competences

Zenouzagh, Zohre Mohamadi

doi:10.1007/s12564-018-9566-1

Cited by 16 publications

(10 citation statements)

References 58 publications

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“…Another action could involve the design of forms on advanced reading comprehension strategies, such as the case of checklists or others (Mohamadi, 2018;Yunusa and Umar, 2021). Finally, the implementation of online records and protocols for the instruction and cross-sectional evaluation of advanced reading comprehension and other generic and specific competences, as has been done with the citizen with lateral reading and checking fakes while reading information from various subjects and fields (Brodsky et al, 2021;Cabrera et al, 2021;Fandiño-Parra et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

Sánchez

Martín

2021

Front. Psychol.

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In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.

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Section: Discussionmentioning

confidence: 99%

Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

Sánchez

Martín

2021

Front. Psychol.

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“…Six studies were related to the health care field (Aycock et al, 2018;Bullock et al, 2018;Elshami & Abdalla, 2017;Freeman & Tashner, 2015;Jamil et al, 2018;Srivastava et al, 2018). Four focused on English as a foreign language (Estaji & Mirzaii, 2018;Jiang, 2014;Mohamadi, 2018;Mohamadi Zenouzagh, 2019). Three were related to engineering and technology (Baleni, 2015;Dascalu et al, 2017;Hansen & Ringdal, 2018) and a further three to education (Baleni, 2015;Elmahdi et al, 2018;Hawe & Dixon, 2017).…”

Section: Study Outcomesmentioning

confidence: 99%

“…2018; Mohamadi, 2018;Mohamadi Zenouzagh, 2019), and one study each in China (Jiang, 2014), South Africa (Baleni, 2015), Romania (Dascalu et al, 2017), the United Arab Emirates (Elshami & Abdalla, 2017), New Zealand (Hawe & Dixon, 2017), Spain (Martos-Garcia et al, 2017), Scotland (Deeley, 2018), Bahrain (Elmahdi et al, 2018), Norway (Hansen & Ringdal, 2018), Pakistan (Jamil et al, 2018), Costa Rica (Leiva et al, 2018), and India (Srivastava et al, 2018). Table 1 displays the characteristics and interventions used in the studies.…”

Section: Table 1 (Continued)mentioning

confidence: 99%

New Trends in Formative-Summative Evaluations for Adult Education

Mubayrik

2020

Sage Open

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The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

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“…The stated components are included to the structure model of senior school teacher's professional competence, which will be described in detail in various sources and includes cognitive, activity and personal components (Zenchanka and Zenchanka, 2018;Windschitl and Stroupe, 2017). So, the substantiation of the criteria of the senior school teachers' professional competence formation extent by means of the integration of the natural science and general technical disciplines was our prioritized task (Mohamadi, 2018;Bastian and Marks, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

Gridina¹,

Chekanushkina²,

Kismetov³

et al. 2019

PTQ

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The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

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The effect of online summative and formative teacher assessment on teacher competences

Cited by 16 publications

References 58 publications

Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

New Trends in Formative-Summative Evaluations for Adult Education

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

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