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

MININ, Nikita. Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes. Online. In Gabriela Pleschová, Agnes Simon. Early career academics' reflections on learning to teach in Central Europe. London: SEDA, 2018, p. 82-91. ISBN 978-1-902435-63-3.

Basic information

• Original name: Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes
• Authors: MININ, Nikita (643 Russian Federation, guarantor, belonging to the institution).
• Edition: London, Early career academics' reflections on learning to teach in Central Europe, p. 82-91, 10 pp. 2018.
• Publisher: SEDA

Other information

• Original language: English
• Type of outcome: Chapter(s) of a specialized book
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: United Kingdom of Great Britain and Northern Ireland
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: electronic version available online
• WWW: chapter book
• RIV identification code: RIV/00216224:14230/18:00111086
• Organization unit: Faculty of Social Studies
• ISBN: 978-1-902435-63-3
• Keywords in English: audio feedback; Bloom’s taxonomy; constructive alignment; formative assessment; international relations; quasi-experiment; sequential assessment
• Tags: rivok
• Tags: International impact, Reviewed

Abstract

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.

Links

• 2016-1-SK01-KA203-022551, interní kód MU: Name: Extending and reinforcing good practice in teacher development (Acronym: ERGP)

Investor: European Union, Strategic Partnerships in the field of education, training and youth