Formative Assessment in a Blended Learning English Course.

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Formative Assessment in a Blended Learning English Course.

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Formative Assessment in a Blended Learning English Course.

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

60201 - General language studies

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

Cross Reality and Data Science in Engineering

ISBN

978-3-030-52574-3

ISSN

2194-5357

e-ISSN

2194-5365

Počet stran výsledku

7

Strana od-do

961-967

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

USA

Datum konání akce

26. 2. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000772176100080