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Concept Map Based Formative Assessment Of Students Structural Knowledge

Author: Alla Anohina-Naumeca
Publisher: Cambridge Scholars Publishing
ISBN: 1527533727
Size: 65.26 MB
Format: PDF, ePub
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The modern knowledge-based economic model demands highly qualified specialists who are capable of solving complex problems and seeing relationships between phenomena, events, and objects. This book highlights the development of the structural knowledge of university students as a necessary precondition for preparing labour market experts, as it facilitates significant cognitive processes, effective problem solving and expert-level performance. The volume considers structural knowledge as an object that should be regularly assessed and further developed in the formative assessment process by using concept mapping as an assessment instrument. It describes concept mapping, the theoretical foundations of structural knowledge, and its formative assessment, and provides a set of practical scenarios validated in instructional practice. It is intended primarily for the administrative and educational staff of higher education institutions who wish to improve the quality of education with the aim of bringing students’ structural knowledge closer to experts’ knowledge, and thus ensuring better preparation of students for their professional activities.

Mathematics Formative Assessment Volume 2

Author: Page Keeley
Publisher: Corwin Press
ISBN: 1506336620
Size: 58.56 MB
Format: PDF, Docs
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This one-of-a-kind resource helps you build a bridge between your students’ initial ideas and correct mathematical thinking. Includes an annotated reference guide.

Embedding Formative Assessment

Author: Dylan Wiliam
Publisher:
ISBN: 9781941112298
Size: 14.57 MB
Format: PDF, ePub, Docs
View: 1866
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Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in K-12 classrooms: Clarifying, sharing, and understanding learning intentions and success criteria Engineering productive discussion and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for each other Activating students as owners of their own learning The authors provide guidance on when and how to use the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.

Improving Science Education

Author: Millar, John
Publisher: McGraw-Hill Education (UK)
ISBN: 033520645X
Size: 12.89 MB
Format: PDF, ePub
View: 6174
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This book takes stock of where we are in science education research, and considers where we ought now to be going. It explores how and whether the research effort in science education has contributed to improvements in the practice of teaching science and the science curriculum. It contains contributions from an international group of science educators. Each chapter explores a specific area of research in science education, considering why this research is worth doing, and its potential for development. Together they look candidly at important general issues such as the impact of research on classroom practice and the development of science education as a progressive field of research. The book was produced in celebration of the work of the late Rosalind Driver. All the principal contributors to the book had professional links with her, and the three sections of the book focus on issues that were of central importance in her work: research on teaching and learning in science; the role of science within the school curriculum and the nature of the science education we ought to be providing for young people; and the achievements of, and future agenda for, research in science education.

Partnering With Students

Author: Mary Jane O'Connell
Publisher: Corwin Press
ISBN: 150631693X
Size: 25.60 MB
Format: PDF, Mobi
View: 187
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Empower students to own their learning This resource is designed to empower teachers and leaders with strategies to develop learners who have the confidence and tools to engage in any challenge. By flipping the focus to student ownership of learning, the authors provide clear and simple ways to: Develop collaborative relationships Jointly establish clear expectations for learning and criteria for success Intentionally build learner strategies that last a lifetime Use formative assessment results to monitor progress Harness the power of reciprocal feedback to improve teaching and learning Empower and motivate students set meaningful goals and prove learning

Exploring And Conceptualizing Teacher Formative Assessment Practices And Digital Applications Within A Technology Enhanced High School Classroom

Author: Nilay Muslu
Publisher:
ISBN:
Size: 69.85 MB
Format: PDF
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Formative assessment is essential for improving student learning. Formative assessment research has predominantly used cognitive learning theories. In this dissertation study, I used sociocultural learning perspectives to understand how formative assessment supported student learning during interaction and how it empowered students. This dissertation included three manuscripts. The first manuscript was a conceptual study. I developed a new formative assessment cycle that was built on sociocultural perspectives and prior formative assessment cycles. The model included four steps: building community, monitoring community, community mediation, and redefining goals. These steps were described in detail with examples, and the roles of the teacher, learners, and peers were discussed. Future researchers may potentially use the model to understand formative assessment practices. Practicing teachers and teacher educators may benefit from the provided examples for classroom implementation of the model. In the empirical part of the dissertation, Chapter Three and Chapter Four, the participant teacher, who was a high school physics teacher, was selected from teachers that had been actively using iPads in their classrooms. This study was conducted at a public high school in the Midwest United States that had a diverse student population. Data were collected across eighteen class sessions. Primary data sources included video recorded observation of class sections, iPad applications, and teacher interviews. Supporting secondary sources included pictures taken during observations, lesson plans, assessment examples, student-works, and student interviews. In the second manuscript, I examined a high school physics teacher's technology enhanced classroom to understand the impact of technology on the teacher's formative assessment practices, and how the iPad influenced the formative assessment process, by using sociocultural learning perspectives. The participant teacher's formative assessment practices were described (members, tools, and classroom norms). Results showed that influences of the iPad on the formative assessment process were: 1) transforming classroom community, 2) empowering students, and 3) facilitating evidence-based discussions. This study shed light on: the impact of technology use on the teacher's formative assessment practice, how the impact rebuilt the classroom norms, and how technology use impacted student identity development. In the third manuscript, I focused on the most important aspect of formative assessment - feedback. I examined how well iPad applications (apps) supported providing feedback. Then, I compared the app affordances with teacher practice. To enable analysis of data, I enhanced Hatzipanagos and Warburton's (2009) feedback dimensions. Analysis revealed app diversity in supporting different feedback dimensions, and the teacher, through additional discussion and interactions with students, was able to support dimensions that an app did not. The provided examples of app affordances and teacher practices may be beneficial to prospective and practicing teachers. Application designers may benefit from this study towards improving their apps to support effective feedback.

Short Cycle Assessment

Author: Susan Lang
Publisher: Eye On Education
ISBN: 1596670738
Size: 66.40 MB
Format: PDF, Kindle
View: 2774
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This book shows you how to improve student achievement by providing them with frequent feedback on their work. It provides a step-by-step process to help you -Write good questions that asses student learning -Design your own formative assessments -Administer short-cycle assessments -Analyze and use data to shape instruction -Prepare your students for high-stakes tests Includes activities and forms to walk you through the process step by step.