Formative evaluation

dificuldades naturais em modificar os seus hábitos de ensino, destaca-se a necessidade de um trabalho de educação em conjunto, envolvendo também a participação de pesquisadores da área de Educação Matemática e de profissionais da área de Informática como suporte ao trabalho do professor.

The 'Reusable Learning Objects' Centre for Excellence in Teaching and Learning (RLO-CETL) is a five-year project (2005-2010) involving staff from three universities (London Metropolitan, Cambridge University and the University of Nottingham) in a collaborative programme of development, deployment and evaluation of a range of multimedia learning objects that can be stored in repositories, accessed over the Web, and integrated into course delivery. One of the goals of the RLO-CETL is to provide sustainable and reproducible processes that will allow sector-wide collaboration, so as part of the internal formative evaluation of the RLO-CETL, we are concerned to analyse its character, boundaries and evolution, and how this develops in relation to individual and institutional contexts, priorities, structures. In this paper, we present some of the results of 'mapping' tasks in which twentyeight participants (who included lecturers, tutors, students, multimedia developers, ad...

This study examines participants' responses to first year students' street performances as a non-placement work-integrated learning (WIL) activity over a two year period. The purpose of the study was to determine: (1) community perception, (2) continuous improvement, and (3) future needs. Data was collected through surveying participants' post-viewing of the street performances, students' reflective notes, and a recorded focus group interview. The findings indicated that audience members require additional assistance to value the students' street performances. The results revealed that students require more guidance around researching the sites of practice, understanding group work dynamics, relaxation methods, intra-and interpersonal skill development, conflict resolution and how to effectively build community relations with the local government Council. From the findings, specific recommendations for continual improvement are made. These include offering an exp...

This study determined the extent to which a coordinated school health program (CSHP) infrastructure was in place and functioning adequately within a twoto three-year developmental period in South Carolina. The Mariner Project's eight-component model was implemented in three middle schools and their four feeder elementary schools in three communities. Evaluation criteria for the Mariner Project reflect rigorous, minimum adequacy performance standards, and were based on national standards for school health practice and research and objective judgments of project performance. Eleven critical performance elements were developed, and a modified indexing procedure was utilized for project evaluation efforts. Results suggest that a combination of four critical performance elements, I ) Administrative Support/Buy-In, 2)Coordination of the Eight-Component Personnel School-Based Health Promotion Team, 3) Program Chumpion/LiaisonfFacilitator, and 4 ) Staff Wellness Coordinator, served as the foundation for adequate or less-than-adequate performance for each school among the remaining critical elements, and subsequently for the overall

This article describes a quasi experimental study, following the Static Group Posttest Design. It aimed at determining the effect of formative assessment on students' achievement in science at grade level eight. Two rural schools, one of either gender, were taken to conduct experiment. Two intact classes, one from each of the schools, constituted experimental group and the other two served as control group. Both the groups were comparable on the basis of their scores on Raven Matrices. A teacher, also investigator of this study, employed different techniques and strategies of formative assessment while teaching science to the experimental group. Special emphasis was given to 'questioning based discourse' following the initiation, response, follow up (IRF) or IRFRF format. Statistical analysis of the students' means achievement scores on a posttest showed that the Overall performance of the experimental group was significantly better than that of the control group. The boys and the girls of the experimental group performed higher than those of the control group. The high and the low ability students of the experimental group outperformed the students of the respective abilities in the control group, but no significant difference was found between the medium ability students of both the groups.

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality feedback that allows students to accurately diagnose the current state of their understanding of fundamental biological concepts and make specific plans to remedy any deficiencies. Teachers can also assume responsibility to guide out-of-class study among classmates by promoting Elaborative Questioning, an inquiry exchange that permits misconceptions to be identified and corrected and that promotes long-lasting metacognitive and analytical thinking skills. Data are presented that demonstrate the positive impact of these innovations on student performance and affect.

Pre-screen projection is a new interaction technique that allows a user to pan and zoom integrally through a scene simply by moving his or her head relative to the screen. The underlying concept is based on real-world visual perception, namely, the fact that a person's view changes as the head moves. Pre-screen projection tracks a user's head in three dimensions and alters the display on the screen relative to head position, giving a natural perspective effect in response to a user's head movements. Specifically, projection of a virtual scene is calculated as if the scene were in front of the screen. As a result, the visible scene displayed on the physical screen expands (zooms) dramatically as a user moves nearer. This is analogous to the real world, where the nearer an object is, the more rapidly it visually expands as a person moves toward it. Further, with pre-screen projection a user can navigate (pan and zoom) around a scene integrally, as one unified activity, rather than performing panning and zooming as separate tasks. This paper describes the technique, the real-world metaphor on which it is conceptually based, issues involved in iterative development of the technique, and our approach to its empirical evaluation in a realistic application testbed.

The main objective of this study play a role in the social development of preschool children, preschool teacher in Ahvazis an 93-92 school year. In this study of 231 kindergartens through stratified random sampling, 40 kindergartens selected for sampling and surveysto200. Considering that, in this project, we conducted research aimed at explaining the situation described is arealand regular, or in other words, our goal is access to objective results, so we use the descriptive research method. In this way, collect and review feedback kindergarten teachers' play a role in the development of social skills and approaches for achieving this goal is the use of questionnaires. Results showed that teachers in kindergartento12questionsrelated to the4assumptionquestionnaireto below-medium-high and very high, setting the two indicesis high and too many choices, and we cannot judge the game on the social development of children is involved. It is suggested that educators play a role in the social development of preschool children over the previous note and a variety of games and toys in the nursery use. To understand more about the game world when their children must be observed. These games help children to their extra power drain, they solve their emotional problems, satisfy their desires provide reasons and for good mental and physical aspects of living in a social environment will be ready for the Parents which is in its ability to provide the necessary facilities for children and staff to play Preschool and Primary Centers should also not spared no effort in this area. The purpose of collecting this material readers to raise awareness about the nature of the game, explain the value and importance of social development and respect for all parents and families play in governing the values of play.

DRA ANA MARIA IÓRIO DIAS (UFC) DRA ÂNGELA ARRUDA (UFRJ) DRA ÂNGELA T. SOUSA (UFC) DR. ANTONIO GERMANO M. JÚNIOR (UBCE) DRA ANTÔNIA DILAMAR ARAÚJO (UECE) DR. ANTONIO PAULINO DE SOUSA (UFMA) DRA CARLA VIANA COSCARELU (UFMG) DRA CELJJNA RODRIGUES MUNIZ (UFRN) DRA DORA LEAL ROSA (UFBA) DRAEUANE DOS S. CAVALLEIRO (UNB) DR. ELIZEU CLEMENTINO DE SOUZA (UNEB) DR. EMANUEL LUÍS ROQUE SOARES (UFRB) DR. ENÉAS ARRAIS NETO (UFC) DRA FRANCIMAR DUARTE ARRUDA (UFF) DR. HERMÍNIO BORGES NETO (UFC) DRA ILMA VIEIRA DO NASCIMENTO (UFMA) DRA JAILEILA MENEZES (UFPE) DR. JORGE CARVALHO (UFS) DR. JOSÉ AIRES DE CASTRO FILHO (UFC) DR. JOSÉ GERARDO VASCONCELOS (UFC) DR. JOSÉ LEVI FURTADO SAMPAIO (UFC) DR. JUAREZ DAYRELL (UFMG) DR. JÚLIO CÉSAR R. DE ARAÚJO (UFC) DR. JUSTINO DE SOUSA JÚNIOR (UFC) DRA KELMA SOCORRO ALVES LOPES DE MATOS (UFC) DRA LUCIANA LOBO (UFC) DRA MARIA DE FÁTIMA V. DA COSTA (UFC) DRA MARIA DO CARMO ALVES DO BOMFIM (UFPI) DRA MARIA IZABEL PEDROSA (UFPE) DRA MARIA JURACI MAIA CAVALCANTE (UFC) DRA MARIA NOBRE DAMASCENO (UFC) DRA MARLY AMARI LHA (UFRN) DRA MARTA ARAÚJO (UFRN) DR. MESSIAS HOLANDA DEEB (UERN) DR. NELSON BARROS DA COSTA (UFC) DR. OZIR TESSER (UFC) DR. PAULO SÉRGIO TUMOLO (UFSC) DRA RAQUEL S. GONÇALVES (UFMT) DR. RAIMUNDO ELMODE PAULA V. JÚNIOR (UECE) DRA SANDRA H. PETIT (UFC) Sequência Fedathi: uma proposta pedagógica para o ensino de matemática e ciências

Dans le cadre des activités de l’Association Nationale des Enseignants de Français du Liban (ANEFL), cette formation, donnée les 15 et 22 octobre 2022, visait à initier les participants à l’utilisation des grilles d’évaluation critériées dans l’enseignement et l’évaluation des apprentissages.

La présentation a permis de :

Définir ce qu’est une grille critériée et son rôle dans l’objectivation des évaluations.
Identifier les composantes d’une grille, incluant les critères, sous-critères, indicateurs, échelles d’appréciation et pondération.
Analyser les avantages des grilles critériées, aussi bien du point de vue de l’enseignant (gain de temps, fiabilité de l’évaluation) que de l’apprenant (guidage de l’apprentissage, développement de l’esprit critique).
Explorer les outils numériques permettant de générer et d’utiliser ces grilles dans un cadre institutionnel (Moodle, Google Classroom, MsTeams, Quickrubrics).
Réfléchir aux implications pédagogiques, en insistant sur l’importance d’une co-construction des grilles avec les apprenants pour favoriser leur engagement et améliorer la transparence des attentes.
La formation a combiné des conférences interactives, ateliers pratiques et analyses de cas, mettant l’accent sur l’application concrète de ces outils dans la pratique éducative.

To examine the educational effectiveness of the undergraduate research experience, a content analysis was conducted on 183 randomly selected free-form evaluation letters (1-4 pages long) written during the period 1985 to 1995 by undergraduate research students in ...

Artificial intelligence (AI) is increasingly permeating the education sector, and one of its most impactful applications is automated marking (automarking), which is the use of AI to assess and grade student work. In secondary education, where teachers grapple with heavy marking loads and large class sizes, AI-driven grading tools promise faster feedback and reduced workload. These technologies are evolving rapidly from algorithms that score essays to computer vision systems that read handwritten exam scripts.

This paper examines the role of AI in automating at the secondary school level, focusing on both the United Kingdom (UK) context and international developments.

This research report summarises the results of an exploratory teaching program in a primary and secondary school in rural New South Wales, Australia, focused on improving basic mathematics skills. Pupils, aged 11 to 13 years, identified as consistently low-achieving in ...

De jigsaw-methode is een manier om samenwerking en taakverdeling onder studenten te organiseren. In dit artikel beschrijven we onze ervaringen met deze werkvorm. Daarbij werden we geconfronteerd met enerzijds goede leerresultaten en anderzijds lage satisfactie van studenten. We analyseren deze tegenstrijdige uitkomsten vanuit de vraag wat studenten motiveert tot het leveren van een studie-inspanning, en wat we kunnen doen om

We give a closed-form evaluation of a number of Erdà elyi-Kober fractional integrals involving elliptic integrals of the ÿrst and second kind, in terms of the 3F2 generalized hypergeometric function. Reduction formulae for 3F2 enable us to simplify the solutions for a number of particular cases.

Teacher performance in the classroom is the lifeblood of the educational enterprise. Teachers weave a combination of knowledge, skills, and abilities into specific performance competencies that become drivers of student learning and achievement. Thus, systems for assessing teaching are increasingly recognized as an important part of the instructional improvement puzzle-and specifically, of any attempt to develop a coherent system for the strategic management of teacher human capital. The teaching competencies to be measured can be identified through a combination of research and expert judgment and then formalized into a teacher performance competency model. Usually, the competency model specifies key performance domains (e.g., delivery of classroom instruction) and, within each domain, the specific behaviors deemed desirable for effective classroom instruction (e.g., use of assessments in instruction). Examples of other common domains are instructional planning, classroom management, interactions with others (staff, parents), and professionalism. Desired teacher behaviors, whether incorporated into a formal competency model or not, must be identified and agreed upon prior to their use in teaching assessment (such as in teacher evaluation). These competencies then become the basis for making actual assessments of teacher performance. The assessments will typically yield both numeric and qualitative information (e.g., ratings and written comments). This information, in turn, may be an input to various human resource (HR) practices within the district.

Teacher performance in the classroom is the lifeblood of the educational enterprise. Teachers weave a combination of knowledge, skills, and abilities into specific performance competencies that become drivers of student learning and achievement. Thus, systems for assessing teaching are increasingly recognized as an important part of the instructional improvement puzzle-and specifically, of any attempt to develop a coherent system for the strategic management of teacher human capital. The teaching competencies to be measured can be identified through a combination of research and expert judgment and then formalized into a teacher performance competency model. Usually, the competency model specifies key performance domains (e.g., delivery of classroom instruction) and, within each domain, the specific behaviors deemed desirable for effective classroom instruction (e.g., use of assessments in instruction). Examples of other common domains are instructional planning, classroom management, interactions with others (staff, parents), and professionalism. Desired teacher behaviors, whether incorporated into a formal competency model or not, must be identified and agreed upon prior to their use in teaching assessment (such as in teacher evaluation). These competencies then become the basis for making actual assessments of teacher performance. The assessments will typically yield both numeric and qualitative information (e.g., ratings and written comments). This information, in turn, may be an input to various human resource (HR) practices within the district.

Parental Involvement and its Perceived Impact on Children's Achievement ii The purpose of this study was to investigate parental involvement and the parents' perceived impact in their children's achievement. The subjects of this study were parents

Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase "research-based," however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework for the construct of research-based curricula. One implication is that traditional strategies such as market research and research-to-practice models are insufficient; more adequate is the use of multiple phases of the proffered Curriculum Research Framework.

The Australian Curriculum, Assessment and Reporting Authority. Has oversight of NAPLAN. Accessibility/Remoteness Index of Australia-an index that underpins many location classifications. Council of Australian Governments, an organisation consisting of the federal government, the governments of the eight states and territories and the Australian Local Government Association. NPs are implemented under the auspices of COAG.

The Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE) combines a database of video cases of authentic classroom practices with multiple resources and tools to enable pre-service social studies teachers to virtually observe teachers implementing problembased learning activities. In this paper, we present the results of two studies designed to provide formative evaluation results from our initial implementations of PIH-LVFE resources with preservice social studies teachers. In study A, we examined usability issues with regard to the PIH-LVFE interface with a small group of pre-service teachers. In study B, we examined pre-service teachers' perceptions of the usefulness and benefits of PIH-LVFE resources when they were integrated into a focused reflection activity utilizing one specific video case.

Evaluation is a vital part of every policy, programme, initiative or project framed by open movements. Sound evaluation strategies, procedures and criteria are needed to assess the impact of these movements on science, society and policy. Fostering access, collaboration and participation of groups that are in traditionally “peripheral” positions with respect to decision-making also means including them in evaluation processes, namely by employing participatory methods within libraries’ practices (e.g. ISO 16394, 2014). Using a meta-evaluative and transdisciplinary approach, this paper aims to discuss the concept of co-evaluation and how Research on Evaluation developed within Information Science can contribute to a research agenda and to enhance stakeholders and citizens’ involvement and competencies in open evaluation and open science.

A new online distance learning system was created by an interdisciplinary team comprised of computer science, graphics, networking, security, and educational science faculty and graduate students to research, implement, and assess the ability to extend a face-to-face classroom to accommodate remotely located students. Comprised of a face-to-face classroom setting with remote students' images projected on the wall of the classroom, this "virtual classroom" is a 3-D rendering of a geometric model populated with real-time video avatars of remote students. Through increased presence, (i.e. being able to view remote students' facial expressions, general body language) and better integration of the virtual classroom into the local classroom, developers intended to increase both learning and motivation to learn. In a formative evaluation regarding the "presence" and "interactivity" afforded by the system, the following elements were analyzed: learning; social, cognitive, and physical presence; student-to-content interaction; and student-to-technology interaction. This paper reports on this new distance learning technology and the evaluation used to assess its effectiveness.

Tietojenkasittelytieteiden laitos, PL 35 (Agora), 40014 JYVASKYLAN YLIOPISTO [] Abstracts Finnish E-oppimisen merkitys koulutuksessa on kasvanut jatkuvasti. Sekä julkisen että yksityisen sektorin organisaatiot käyttävät sitä laajasti. Epäilyjä kuitenkin on ilmaistu sen tehokkuuden osalta. Nämä ongelmat johtuvat usein ihmisen ja järjestelmän vuorovaikutuksesta, minkä vuoksi on tarpeen tutkia vuorovaikutusta e-oppimisessa. Me lähestymme näitä vuorovaikutusongelmia käyttäjäpsykologisesta näkökulmasta. Tämä tarkoittaa sitä, että käytämme psykologisia käsitteitä, menetelmiä ja teorioita ratkaistaksemme vuorovaikutusongelmia. Tässä artikkelissa haluamme korostaa, että on olemassa monia tunneperäisiä näkökulmia ihmisen ja teknologian vuorovaikutuksen prosesseille, ja siksi me analysoimme e-oppimiseen liittyviä emotionaalisia prosesseja. Tässä artikkelissa olemme tutkineet verkko-oppimisjärjestelmää, jolla Suomen Verohallinto kouluttaa työntekijöitään. Esitimme tämän järjestelmän käyttäjille kyselyn, jolla analysoimme erilaisia emotionaalisia näkökulmia osana oppimisprosessia. Faktorianalyysin avulla huomasimme, että vastaajat voitiin jakaa kahteen pääryhmään. Ensimmäisen ryhmän jäsenet menestyivät opinnoissaan ja tunsivat ylpeyttä omasta suorituksestaan, kun taas toinen ryhmä menestyi opinnoissaan heikommin ja tunsivat negatiivisia tunteita e-oppimista kohtaan. Meidän kannalta tärkeää on, että negatiivinen ryhmä saadaan muutettua mahdollisimman positiiviseksi. E-learning has constantly increased its importance in education. Both public and private organizations use it extensively. However, doubts have been expressed in regards to its effectiveness. These difficulties often have their origin in human-system interaction, thus there is the necessity to investigate interaction in e-learning. We approach these interaction problems from a user psychological point of view. This means that we apply psychological concepts, methods and theories to solve interaction problems. In this paper, we want to emphasize that there are many emotional aspects in the human-technology interaction processes, and consequently we analyze the emotional processes involved in e-learning. Here we have studied the e-learning system used by the Finnish Tax Administration to train their employees. We presented their students with a questionnaire analyzing different emotional aspects of the learning process. By means of factor analysis we found that the respondents could be divided into two major groups. The members of the first group were successful and felt pride in their performance, while those of the second were less successful and developed shame reactions towards e-learning. From our point of view, it is essential that the negative group is able to be transformed as much as possible into a positive one.

An integrated curriculum offering regular high school science courses as well as special interdisciplinary courses at the learning disabled, average, and advanced ability levels, and courses and internships in health professions was implemented in a Kansas City high school. A formative evaluation of the Southeast Health Professions Magnet High School documents the progress made by the school during its first year of implemantirg the health professions theme. The evaluation was based on the goals and objectives set forth in the school's establishment plans. The evaluation showed that the program had an actual enrollment 19 percent below program capacity, although ninth-grade enrollment was 61 percent above program capacity. Program implementation has been encouraging, with classroom observations indicating greater than expected evidence of use of planned instructional models, infusion, and career planning. Perceptions of the first year indicated satisfaction among parents and students. Teacher perceptions were mixed, with teachers feeling they understood the theme of the program and that it was being implemented as planned, but expressing dissatisfaction with instructional leadership, communication among teachers and between staff and parents, and staff development activities. Forty percent of the teachers did not think that their students would make good academic progress in the theme. Achievement test data indicated that minority students, especially in grades 9 and 10, had gains in reading, mathematics, and science. Nonminority students in grades 9 and 10 scored above district and national norms but nonminority students in grades 11 and 12 scored below those norms. Recommendations were made to address the concerns of teachers, parents, and students to improve the program for the future. (KC)

Pennsylvania System of School Assessment (PSSA) data from one rural school system covering four groups of children for a consecutive three year period was used to study the impact of transient students entering the school system. The analysis compared native children (those on roll since the first year) with transient children added to or deleted from the enrollment base of the district during 2006, 2007, 2008 academic years when the PSSA exam was administered. Significant differences favoring the achievement of native children were noted over the years of the study. A policy recommendation regarding data used for making Adequate Yearly Progress (AYP) is also presented in this paper.

Women often described heart attack as a "male prob-Background. Patient delay in seeking health care for lem," an important aspect of their underestimation of heart attack symptoms is a continuuing problem in the personal risk. African-American participants were United States. more likely to describe negative feelings about EMS/9-Methods. Investigators conducted focus groups (N ‫؍‬ 1-1, particularly whether they would be transported to 34; 207 participants) in major U.S. regions (NE, NW, SE, their hospital of choice. SW, MW) as formative evaluation to develop a multi-Conclusions. Interventions to reduce patient delay center randomized community trial (the REACT Projneed to address expectations about heart attack sympect). Target groups included adults with previous heart toms, educate about benefits and appropriate actions, attacks, those at higher risk for heart attack, and byand provide legitimacy for taking specific health carestanders to heart attacks. There were also subgroups seeking actions. In addition, strategy development reflecting gender and ethnicity (African-American, must emphasize the role of health care providers in Hispanic-American, White). legitimizing the need and importance of taking rapid Findings. Patients, bystanders, and those at higher action in the first place. ᭧ 2000 American Health Foundation and risk expected heart attack symptoms to present as of-Academic Press ten portrayed in the movies, that is, as sharp, crushing Key Words: acute myocardial infarction; heart attack; chest pain rather than the more common onset of inicommunity trials; community campaigns; focus tially ambiguous but gradually increasing discomfort. groups; formative evaluation; emergency medical care. Patients and those at higher risk also unrealistically judge their personal risk as low, understand little is directly related to the interval between symptom educational materials grant from Genentech, Inc., San Francisco, CA. onset and drug administration. The shorter the inter-2 To whom reprint requests should be addressed at School of Public val, the better the outcome [2,5,. Also, quick use of

he 21st century has brought with it a tremendous evolution in how adolescents engage with text. As adolescents prepare to become productive citizens, they must be able to comprehend and construct information using print and nonprint materials in fixed and virtual platforms across disciplines. The International Reading Association (IRA) offers this updated position statement as a guide for supporting adolescents' ongoing literacy development. Internationally, adolescents representing a diverse range of cultural, linguistic, and socioeconomic backgrounds engage in multiple forms of literacy throughout their day. For adolescents, these literacy experiences may include the use of traditional print materials, the Internet, social media, instant messaging, texting, and video games, all of which can be used as tools for understanding academic content as well as forming social relationships.

1. They understand reading and writing development and believe all children can learn to read and write. 2. They continually assess children's individual progress and relate reading instruction to children's previous experiences. 3. They know a variety of ways to teach reading, when to use each method, and how to combine the methods into an effective instructional program.

Après avoir été forcés par la pandémie d'adopter en urgence un enseignement à distance, les enseignants universitaires ont été amenés à réfléchir à ses multiples enjeux et à ajuster leur pratique. Cet article présente les résultats d'un questionnaire portant sur la perception du portfolio numérique de 719 étudiants au baccalauréat en éducation préscolaire et en enseignement primaire d'une université québécoise. À partir des avantages perçus, des difficultés rencontrées et des besoins exprimés par les étudiants, des propositions sont formulées pour guider l'utilisation du portfolio numérique comme outil d'évaluation formative des compétences professionnelles, en contexte de pandémie et d'enseignement à distance. Portfolio professionnel numérique, pandémie, enseignement à distance, évaluation formative, évaluation à distance, compétences professionnelles, futurs enseignants C. Raby et al. Portfolio numérique en contexte de pandémie. Perception des futurs enseignants ... 2020 -Revue internationale des technologies en pédagogie universitaire, 17(3) ritpu.org 210

This review offers practical recommendations regarding research on training in evidence-based practices for mental health and substance abuse treatment. When designing training research, we recommend: (a) aligning with the larger dissemination and implementation literature to consider contextual variables and clearly defining terminology, (b) critically examining the implicit assumptions underlying the stage model of psychotherapy development, (c) incorporating research methods from other disciplines that embrace the principles of formative evaluation and iterative review, and (d) thinking about how technology can be used to take training to scale throughout all stages of a training research project. An example demonstrates the implementation of these recommendations.

This study sought to investigate the use of running records as a formative assessment tool in reading. Data were collected through interviews with the teachers and students of two Standard 1 and one Standard 3 classes at a primary school in Trinidad and Tobago. Other data were collected through a teacher questionnaire, field notes, and observations. The finding of the study suggested that the use of running records as a formative assessment tool in reading promoted an increase in the reading levels of the students.

This study sought to investigate the use of running records as a formative assessment tool in reading. Data were collected through interviews with the teachers and students of two Standard 1 and one Standard 3 classes at a primary school in Trinidad and Tobago. Other data were collected through a teacher questionnaire, field notes, and observations. The finding of the study suggested that the use of running records as a formative assessment tool in reading promoted an increase in the reading levels of the students.

There has been a wealth of investigation into the use of online multiple-choice questions as a means of summative assessment, however the research into the use of formative MCQs by the same mode of delivery still remains patchy. Similarly, research and implementation has been largely concentrated within the Sciences and Medicine rather than the more discursive subjects within the Humanities and Social Sciences. The INQUIRE (Interactive Questions Reinforcing Education) Evaluation Project was jointly conducted by two groups at the University of Oxford-the Saïd Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning. This initial study used a small set of highly focused MCQ tests that were designed to complement an introductory series of first-year undergraduate management lectures. MCQ is a simple and well-established technology, and hence the emphasis was very much on situating the tests within the student experience. The paper will cover how the online MCQs are intended to fit into the Oxford Undergraduate study agenda, and how a simple evaluation was executed and planned to investigate their usage and impact. The chosen method of evaluation was to combine focus groups with automated online methods of tracking, and the paper discusses the findings of both of these.

Design-based research in education emphasizes the contexts in which learning takes place as essential to more fruitful dialogues with practice. Contextual issues of social dynamics, place, and applications have been extensively investigated globally in recent design-based research, but the informational aspects of infrastructural concern to experimentation in naturalistic settings have yet to be addressed. Design Thinking (DT) augments design research by offering paths toward coherently integrating assessment and instruction across multiple levels of complexity and different communities' varying epistemic practices. DT is nonlinear but encompasses elements of empathy, problem definition, ideation, prototyping, and testing that inform the development of boundary objects mediating developmental, horizontal, and vertical forms of coherence by simultaneously functioning across

Medical Research Council guidelines recognise the need to optimise complex interventions prior to full trial through greater understanding of underlying theory and formative process evaluation, yet there are few examples. A realist approach to formative process evaluation makes a unique contribution through a focus on theory formalisation and abstraction. The success of an intervention is dependent on the extent to which it gels or jars with existing provision and can be successfully transferred to new contexts. Interventions with underlying programme theory about how they work, for whom, and under which circumstances will be better able to adapt to work with (rather than against) different services, individuals, and settings. In this methodological article, we describe and illustrate how a realist approach to formative process evaluation develops contextualised intervention theory that can underpin more adaptable and scalable interventions. We discuss challenges and benefits of thi...

Instruction in higher education must adapt more rapidly to: changes in workforce needs, global issues, advances in disciplines, and resource constraints. The pace of such improvement depends on the speed with which new ideas and materials are adopted across institutions. In 1999 Microsoft pledged $25 million and staff support for iCampus, a seven-year MIT project to develop pioneering uses of educational technology. The TLT Group studied five iCampus projects in order to identify factors affecting institutionalization and widespread dissemination. Among the factors impeding adoption: lack of rewards and support for faculty to adopt innovations; faculty isolation; and a lack of attention to adoption issues among projects selected for funding. The study made recommendations for universities, foundations, government agencies and corporations: 1) continue making education more authentic, active, collaborative, and feedback-rich; 2) create demand to adopt ideas and materials from other sources by encouraging all faculty members to improve and document learning in their programs, year after year; 3) nurture coalitions for instructional improvement, across and within institutions; 4) create more effective higher education -corporate alliances; and 5) improve institutional services to support faculty in educational design, software development, assessment methods, formative evaluation, and/or in sharing ideas with others who teach comparable courses.

While people often carry mobile phones for communication purposes, they are generally underutilized as productivity tools, especially in the workplace. In this paper we present Courier, a system that leverages the storage capacity and communication capabilities of the mobile phone to facilitate the viewing and exchange of PC-based documents when users are away from their desks. We describe a formative evaluation of Courier"s use in a collaborative meeting setting and report on the results. While participants were enthusiastic about Courier overall, our study also highlighted usability issues that will require further refinement, such as users" concerns with privacy, reliability and speed.

Os sujeitos da Educação de Jovens e Adultos (EJA) demandam um currículo e práticas avaliativas diferenciadas. Em consonância com esta ideia, este artigo tem como objetivo analisar as aproximações entre o processo avaliativo e o currículo prescrito e vivido na primeira etapa da EJA de uma escola pública do Distrito Federal e sua pertinência com os documentos vigentes na Secretaria de Estado de Educação do DF -SEEDF. A pesquisa constituiu-se em observações e intervenções em sala de aula, dentro de uma perspectiva de pesquisa-ação. O estudo desvelou aproximações e distanciamentos entre o currículo prescrito e o vivido, reflexões importantes para todos os que lidam com esta modalidade. Palavras-chave: Currículo. Processo avaliativo. EJA. Avaliação formativa.

Web-based assessment is a general term which encompasses computer application and Internet in classroom assessment process. This paper reports the development and evaluation process of a Web-based Assessment in Teaching and Learning Management System (e-ATLMS). It was developed with a purpose to help teachers to manage examination questions, provide questions and define student learning. The findings discuss the reviewers' opinion, which supports the development of e-ATLMS and later give information about the strengths and the weaknesses of e-ATLMS. Although the scope of this study is limited, e-ATLMS can be used as an alternative tool for the implementation of school-based assessment.