Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00111086" target="_blank" >RIV/00216224:14230/18:00111086 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.seda.ac.uk/resources/files/publications_249_Ch8_Enhancing_formative_assessment_Minin.pdf" target="_blank" >https://www.seda.ac.uk/resources/files/publications_249_Ch8_Enhancing_formative_assessment_Minin.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes

Popis výsledku v původním jazyce

The project aimed at strengthening students’ critical thinking and ability to form coherent arguments by means of improving formative assessment. In particular, the introductory lecture devoted more time to organizational instructions; the quality of the feedback was improved through addressing both strong and weak sides of the papers by means of audio feedback; sequential assessment was implemented. Quantitative analysis took the form of quasi-experiment with one treatment and two control groups. It was based on descriptive statistics as well as on one-tailed independent t-tests, using the R software. The qualitative component was comprised of the textual analysis of the data collected in the forms of minute papers and a final questionnaire. The research demonstrated that the teaching innovation was successful in part. Quantitative analysis showed that the innovation had positive impact on the final performance of the treatment group. Qualitative analysis revealed that improved instructions were useful, while most students appreciated verbal feedback and preferred it over the written one. At the same time, students did not clearly see the benefits of separating the feedback from the grade.

Název v anglickém jazyce

Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes

Popis výsledku anglicky

The project aimed at strengthening students’ critical thinking and ability to form coherent arguments by means of improving formative assessment. In particular, the introductory lecture devoted more time to organizational instructions; the quality of the feedback was improved through addressing both strong and weak sides of the papers by means of audio feedback; sequential assessment was implemented. Quantitative analysis took the form of quasi-experiment with one treatment and two control groups. It was based on descriptive statistics as well as on one-tailed independent t-tests, using the R software. The qualitative component was comprised of the textual analysis of the data collected in the forms of minute papers and a final questionnaire. The research demonstrated that the teaching innovation was successful in part. Quantitative analysis showed that the innovation had positive impact on the final performance of the treatment group. Qualitative analysis revealed that improved instructions were useful, while most students appreciated verbal feedback and preferred it over the written one. At the same time, students did not clearly see the benefits of separating the feedback from the grade.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Early career academics' reflections on learning to teach in Central Europe

ISBN

9781902435633

Počet stran výsledku

10

Strana od-do

82-91

Počet stran knihy

187

Název nakladatele

SEDA

Místo vydání

London

Kód UT WoS kapitoly

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