Using neo-Piagetian theory, formative in-Class tests and think alouds to better understand student thinking : a preliminary report on computer programming

It is acknowledged around the world that many university students struggle with learning to program (McCracken et al., 2001; McGettrick et al., 2005). In this paper, we describe how we have developed a research programme to systematically study and incrementally improve our teaching. We have adopted a research programme with three elements: (1) a theory that provides an organising framework for defining the type of phenomena and data of interest, (2) data on how the class as a whole performs on formative assessment tasks that are framed from within the organising framework, and (3) data from one-on-one think aloud sessions, to establish why students struggle with some of those in-class formative assessment tasks. We teach introductory computer programming, but this three-element structure of our research is applicable to many areas of engineering education research.

Using formative feedback to identify and support first year chemistry students with missing or misconceptions. A Practice Report

Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering students. Concept inventories can be used to provide formative feedback to help students identify concepts that they need to address to improve construction of subsequent understanding enabling their learning. Modular, formative learning activities that can be administered inside or outside of class in first year chemistry courses have been developed. These activities address key missing and mis-conceptions possessed by incoming student. Engagement in these learning activities by students and academics will help shift the culture of diagnostic and formative assessment within the tertiary context and address issues around the secondary/tertiary transition. This diagnostic/intervention framework is currently being trialed across five Australian tertiary institutions encompassing a large heterogeneous sample of students.

Chinese EFL students' response to an assessment policy change

In light of its documented potential for enhancing learning, formative assessment has been adopted across a range of educational contexts to improve the quality of education. The assessment innovation that the Chinese Ministry of Education (CMoE) proposed to College English in 2007 via the College English Curriculum Requirements (CECR) (CMoE, 2007), is an initiative of this kind. Considering the acknowledged influence of assessment on students’ learning, it is instructive to explore the ways in which Chinese university students respond to an assessment policy change of this magnitude, particularly as it positions them as more active learners, having the potential for increased agency and engagement in their English language learning and assessment practices. In order to explore the response of students to this assessment initiative, a case study was conducted in the context of a College English classroom. Data included an interview with a College English teacher and four students from her classes, and classroom observations and a survey of her two classes of 100 students. Analysis of the data reveals that Chinese students’ responses to the assessment policy change are influenced by a variety of sociocultural factors, including their previous English language learning and assessment experience and the extent to which they are willing to play the ‘assessment game’. These findings have implications for policy and practice.

An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice

In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study, using sociocultural theories of learning and a multiple case study approach, investigates how AfL was implemented by three lecturers in one Vietnamese university. Findings revealed that the lecturers engaged with AfL principles and practices to some extent. However, despite the lecturers' significant efforts, Vietnamese sociocultural factors such as respect for harmony, hierarchy, and examination-oriented learning, impacted on their practice of AfL. This study therefore argues that AfL requires adaptation for it to be effective in the Vietnamese tertiary context.

The same but different – how to introduce variation within computing assessment tasks

In this article, suggestions are made for introducing an individual element into formative assessment of the ability to use computer software for statistics.

Façons de faire l’évaluation formative d’enseignants de français sénégalais : une analyse de leurs savoirs pratiques en contexte d’effectifs pléthoriques au Lycée.

Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire.

Development of a Real-time Formative Feedback Student Response System

This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes, IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.

Large-scale mathematics assessment : looking globally to act locally

In this paper, I will argue that it is possible to use data from large-scale international and national mathematics assessment programmes, whose attention is on summative achievement, to provide formative information that informs teachers about the effects of their classroom practice. However, to have impact on, and be useful for, classroom practitioners, these achievement data need to be reworked and re-presented in ways that are plausible, provide a basis for inferences about practice, and be appropriate for the intended audience. This paper examines achievement-focused assessment programmes in terms of their aims and approaches, and develops the argument that formative assessment possibilities are present, within these programmes, although usually hidden. Examples are drawn from several sources to support this argument, and demonstrate a variety of approaches that have been taken in the past. Suggestions for further action are made.

Using online environments to promote assessment as a learning enhancement process

The 21st century presents new challenges relating to the need for assessment to be more innovative, more responsive to students' needs, and more relevant and authentic. The characteristics of good assessment are well known and resources abound to assist academic staff to change their practices. Yet, at a time when the imperative for reconsidering practices has never been greater, it appears to be very difficult to bring about and maintain substantive change in assessment. This paper presents case studies that illustrate the way some academic staff have responded to the challenges. In particular, how the online environment can enhance learning through formative assessment is illustrated with four case studies. The paper outlines specific challenges faced in each case and  discusses issues that arose during development and delivery. It concludes by identifying some of the factors that helped to facilitate changes in assessment practices in these specific cases.

Overcoming inconsistencies in placement assessment : the case for developmental assessment centers

Placements are integral to many university courses and to increasing student employability skills. Nevertheless, several complications, such as the assessment of placement experiences which often go against the principles of procedural justice, may limit placement effectiveness. For example, procedures are not applied uniformly across students; and evaluations of intangible qualities are susceptible to biases. As a result, effort and learning can be compromised. This paper advocates the use of developmental assessment centers to help solve these shortcomings. Developmental assessment centers are often used in organizations to evaluate capabilities of individuals and to facilitate development. Participants complete a series of work related and standardized tasks. Multiple raters then utilize a systematic approach to evaluate participants on a range of competencies, and consequently present constructive feedback to facilitate learning. Therefore, developmental assessment center principles match the key determinants of procedural justice and thus overcome many problems with traditional placement assessments.

Sustainable assessment: rethinking assessment for the learning society

Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.

Improving laboratory learning through self and peer assessment of laboratory reports

The laboratory provides an opportunity for students to achieve many learning outcomes including to critically evaluate information, interpret and draw conclusions from scientific data, and communicate scientific results, information, or arguments. This paper describes a laboratory-writing task that involves self and peer evaluation. After discussion of the expectations of laboratory report writing during class, students self and peer evaluate reports. In a process similar to double-blind journal refereeing, students practise critically evaluating the quality of academic writing using a rubric. The summative assessment is based on how consistent their evaluations are with the evaluations of the same reports performed by their peers. The formative assessment is that students receive peer evaluations and feedback via a rubric on reports that they have written. The skill of critically evaluating their own reports is used to improve the laboratory reports in subsequent assessment tasks.

Rubric Assessment of Mathematical Processes in Homework

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a result of this research, I plan to keep on using homework presentations in my classroom to talk about homework, but discontinue the use of rubrics in assessment of students in mathematics. I also found students going to the board to solve problems in small groups are another helpful way to use presentations prior to assessment to help me understand where the students are with a new concept prior to assigning homework or giving an assessment.