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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

  • Czech description

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