Formative Assessment in a Blended Learning English Course.
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F21%3A50016953" target="_blank" >RIV/62690094:18450/21:50016953 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1007/978-3-030-52575-0_80" target="_blank" >http://dx.doi.org/10.1007/978-3-030-52575-0_80</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/978-3-030-52575-0_80" target="_blank" >10.1007/978-3-030-52575-0_80</a>
Alternative languages
Result language
angličtina
Original language name
Formative Assessment in a Blended Learning English Course.
Original language description
At present, formative assessment is widely used since it seems to significantly improve student achievement results. Most recently, it has become an inseparable part of the so-called blended learning (BL), which currently combines the use of mobile learning and face-to-face instruction. The implementation of formative assessment in a BL environment is increasing because it can enhance the learning quality. Moreover, research reveals that 87% of the formative assessment in BL is conducted automatically because it provides more flexible, timely and prompt feedback to students. The purpose of this article is to demonstrate how the formative assessment in a blended learning English course taught at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic, can help students to improve their English proficiency. The methods include a literature review of available sources found on the research topic in the world’s acknowledged databases such as Scopus and Web of Science, a method of analysis of students’ performance in a mobile app, and a method of analysis of students’ final test results in order to illustrate the effectiveness of the formative assessment and discuss its implementation in the English course. The findings of the statistical analysis and students’ performance in the mobile app reveal that the formative assessment has a positive impact both on students’ learning and teacher’s instruction.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
—
OECD FORD branch
60201 - General language studies
Result continuities
Project
—
Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Cross Reality and Data Science in Engineering
ISBN
978-3-030-52574-3
ISSN
2194-5357
e-ISSN
2194-5365
Number of pages
7
Pages from-to
961-967
Publisher name
Springer
Place of publication
Cham
Event location
USA
Event date
Feb 26, 2020
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000772176100080