Using formative assessment to promote argumentation in a university bilingual science course

Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students’ argumentation. It examines the written and oral arguments produced by 54 undergraduates (28 females and 26 males, 16–21 years old) in Colombia during a university bilingual (Spanish-English) science course. The data used in this analysis was derived from students’ written responses, and audio and video recordings. The first goal of this study was to determine how this teaching strategy could help students increase the use of English as a means of communication in argumentation in science. The second goal was to establish the potential of the strategy to engage students in argumentative classroom interactions as an essential part of formative assessment. The findings show that the strategy provided participants with opportunities to write their argumentation in Spanish, in English and in a hybrid version using code-switching. Educational implications for higher education are discussed.     

Implementing curriculum-embedded formative assessment in primary school science classrooms

The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success.     

The missing disciplinary substance of formative assessment

We raise concerns about the current state of research and development in formative assessment, specifically to argue that in its concentration on strategies for the teacher, the literature overlooks the disciplinary substance of what teachers and students assess. Our argument requires analysis of specific instances in the literature, and so we have selected four prominent publications for consideration as examples. These, we show, pay little attention to the student reasoning they depict, presume traditional notions of “content” as correct information, and treat assessment as distinct from other activities of learning and teaching, even when they claim the contrary. We then offer an alternative image of formative assessment centered on attention to disciplinary substance, which we illustrate with an example from a high school biology class. Assessment, we contend, should be understood and presented as genuine engagement with ideas, continuous with the disciplinary practices science teaching should be working to cultivate. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1109–1136, 2011     

What do science teachers consider when selecting formative assessment tasks?

The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008     

Development and exemplification of a model for Teacher Assessment in Primary Science

ABSTRACT

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children’s learning in science. The model is based on a data-flow ‘pyramid’ (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow ‘pyramid’ model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.     

论大学英语教学中的形成性评价

教学评价是大学英语教学的一个重要环节,而形成性评价能发挥学生的主动性,为教与学提供及时、有效的反馈信息,有利于教和学过程的完善和发展。从形成性评价的概念入手,分析评价过程,通过与其他评价进行对比,阐述形成性评价的特点以及在实践中的应用。     

Developing classroom formative assessment in dutch primary mathematics education

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative assessment practice, researchers, curriculum experts and teachers worked together to develop a model for classroom formative assessment (CFA). In three pilot studies, six teachers from three different schools implemented the CFA-model and evaluated its feasibility together with the researchers by means of checklists. The CFA-model was primarily changed with regard to the assessment techniques. Teachers indicated that classroom management and preparation time were preconditions for an optimal implementation. Analysis of covariance was used to explore students’ learning outcomes. The results showed that a correct implementation of the CFA-model might result in the enhancement of students’ mathematical performance. The implications of the three pilots for the implementation of the CFA-model on a larger scale are discussed.     

形成性评估在高职大学英语教学中的实践探讨

形成性评估是教学过程中通过及时、有效的反馈促进教学健康发展的评估手段,是对终结性评价单一评估模式的有效补充。本文通过在高职大学英语教学中引进形成性评估机制的教学实践,论证了该评估模式可以激发学生的学习兴趣,培养学生的合作意识,促进学生自主学习的习惯形成,从而有效提高学生的英语学习成绩。     

Formative assessment in primary science

This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that the principles of formal assessment worked well in concert with the pedagogical framework of the interactive teaching model.     

开放教育课程形成性考核现存问题与对策

形成性考核是现代远程开放教育教学质量保证体系的重要组成部分,是强化素质教育,加强教学过程管理,改进课程考试方式方法的重要措施。本文针对形成性考核实施过程中存在的诸如思想认识、考核设计和组织管理等方面的问题提出了相应对策,以利于更科学、有效地推进此项工作。     

形成性评价在大学英语教学中的实践意义

形成性评价在大学英语教学中具有重大的实践意义,最主要的功能是帮助教师了解学生进展,进而调整改进教学工作。     

教学改革中的英语教学策略与形成性评估

教学和目标是一体的,什么样的衡量标准要求什么样的决策.本文以教学改革体制强调教学要“以人为本”的原则为出发点,从教学策略制定的原则--以问题为中心和注重学生体验两方面论述了教学策略影响形成性评估的开展和执行.同时,又从形成性评估的几个方面（宗旨、内容、标准、方法、主体及重心）的基础上,从形成性评估较之终结性评估的优越性和课程改革中形成性评估体制下教学策略的落实情况两方面论证了它对教学策略制定的制约.     

高中物理教学中形成性评价的作用效果分析

随着我国教育理念的不断完善和创新,新课标的理念也在不断的渗入到具体的教学活动中。如何根据高中物理课程的内容和特点,建构一套系统的形成性评价体系,已经成为了高中物理教学所关注的焦点。笔者针对高中物理教学中引用形成性评价的方法和策略做如下详细的分析和说明。     

Linking a learning progression for natural selection to teachers' enactment of formative assessment

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying instruction to help students advance in their learning. The study reported in this article took the novel approach of using a learning progression for natural selection to support teachers' enactment of formative assessment. Sources of data include interviews and videotapes of six high school biology teachers leading assessment conversations around the same formative assessment questions. Results indicate that while teachers picked out and made inferences about student ideas related to the learning progression during assessment conversations, they did not use all parts of the learning progression in the same way. Furthermore, several of the teachers seemed to use the learning progressions simply as catalogs of misconceptions to be “squashed” rather than drawing upon the developmental affordances offered by a learning progression. Results are framed in terms of the utility of learning progressions as supports for classroom practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1181–1210, 2012     

Evaluating the use of computers in science assessment: Considerations and recommendations

The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.     

Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education

Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in student performance between the 2 conditions after controlling for student and teacher characteristics. The degree of implementation of the CFA model, however, appeared to be positively related to the 5th-grade students’ performance.     

The impact of an alternative professional development model on teacher practices in formative assessment and student learning

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used.     

形成性评价策略在高职英语教学中的实践与探索

为解决分级教学模式下高职普通班学生英语学习兴趣缺乏、信心不足的问题,尝试通过优化形成性评价策略,以提高学生课堂参与的积极性,培养学生的自主学习能力。实践结果表明,经过优化的形成性评价策略,更加注重学习的过程和态度,能有效增强学生学习英语的兴趣和信心,进而提高英语教学的质量。     

Making formative assessment discernable to pre‐service teachers of science

The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010     

Feedback as dialogue: exploring the links between formative assessment and social software in distance learning

The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies – specifically, blogs and wikis – allow for formative assessment practices to be re‐invented or at the very least facilitated by essentially participative and student‐focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.