For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was sent out to students in Swedish Upper Secondary School. The intent was to identify how students perceive feedback, as well as how they react and interpret the feedback they receive on written texts. The results are then used in a discussion that aims to draw attention to the potential implications that feedback may have on students’ motivation to write. In this study, Nicol and Macfarlane-Dick’s seven principles for feedback serve as a measurement for what constitutes good feedback. The results suggest that when a certain form of feedback is not commonly used by teachers or is used differently by different teachers, then the feedback becomes difficult to interpret for students. The respondents consider themselves regular recipients of feedback but struggle with interpreting feedback when there are variations in teachers’ practices in applying feedback.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-02-21T17:07:59Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) SISTEMA DE INFORMAÇÃO PARA APOIO À AVALIAÇÃO FORMATIVA DO DESEMPENHO DE ALUNOS DO NONO ANO DA EDUCAÇÃO BÁSICA NO CAMPO CO~1.pdf: 3885077 bytes, checksum: 57616106bc562d7e6e978b42ca50f66a (MD5) / Made available in DSpace on 2017-02-21T17:07:59Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) SISTEMA DE INFORMAÇÃO PARA APOIO À AVALIAÇÃO FORMATIVA DO DESEMPENHO DE ALUNOS DO NONO ANO DA EDUCAÇÃO BÁSICA NO CAMPO CO~1.pdf: 3885077 bytes, checksum: 57616106bc562d7e6e978b42ca50f66a (MD5) Previous issue date: 2016-07-26 / Atualmente a sociedade está inserida em um contexto que engloba diversas mudanças em seu cotidiano. O universo educacional e seus componentes (alunos, professores, gestores e até familiares) buscam acompanhar estas mudanças, as quais, atualmente são ligadas aos avanços tecnológicos. O objetivo deste trabalho é disponibilizar um protótipo de alta fidelidade de uma ferramenta, denominada Process Edu, onde a mesma tem o intuito de proporcionar a automação de atividades através de processos, além de organização tanto do relacionamento existente no contexto educacional, quanto no processo de avaliação, a qual foi destacada neste, a avaliação formativa. Para isto, foram utilizados métodos referentes a abordagens de design onde Design Science e Design Science Research foram destacadas, identificação de requisitos, análise de competidores com o intuito de complementar a fase de identificação dos requisitos da ferramenta, prototipagem de baixa e de alta fidelidade e teste de usabilidade utilizando a aplicação de questionário após a simulação de uma situação real com a utilização da ferramenta. Os resultados obtidos demonstraram, a princípio, uma simbólica satisfação demonstrada pelos usuários que participaram da avaliação de usabilidade realizada com a ferramenta. Contribuindo assim, com futuras melhorias da mesma. / Currently the community is inserted in a context that includes several changes in their daily lives. The educational universe and its components (students, teachers, managers and even family members) seek to keep up with these changes, which are currently linked to technological advances. The objective of this study is to provide a high-fidelity prototype of a tool called Process Edu, where it is intended to provide the automation activities through processes, and organization of both the existing relationship in the educational context, as in the evaluation process, which was highlighted this, formative assessment. For this, methods have been used referring to design approaches where Design Science and Design Science Research were detached, requirements identification competitor analysis in order to complement identification phase the tool requirements, low prototyping and high fidelity and usability testing using the questionnaire after the simulation of a real situation using the tool. The results showed, at first, a symbolic satisfaction demonstrated by the users who participated in the usability evaluation performed with the tool. Thus contributing to further improvement of the same.

In 2000, the Minister of Education, Professor Kader Asmal announced that all learners exiting the Further Education and Training band as from 2001 must accumulate marks in the subjects offered at Grade 12 through a process of Continuous assessment (CASS) (DoE, 2001d). Apart from indicating the value of CASS to the external summative component in the ratio of 25% for CASS and 75% for the summative examination, there were and there still is no other policy to regulate the conduct of CASS at Grade 12 level. The situation is worsened by the non-preparation of educators to cope with the challenges of CASS implementation. This study focuses on the implementation of CASS in Mathematics and Science since there is a body of firm evidence, which indicates that, the results in Mathematics and Science in South Africa is not very good. The TIMSS-R study conducted in 1998/1999 indicates that South African learners performed poorly in Mathematics and Science when compared to other participating countries (Howie, 2001). Since it has been established that continuous assessment conducted in a formative manner in subjects such as Mathematics and Science can lead to improved academic performance (Black&Wiliam, 1998), it is essential that attention be given, and initiatives taken to improve the quality of assessment in these critical subjects. In the analysis of the 2001 Senior Certificate examination, it became evident that the CASS marks of learners in many instances were not valid (SAFCERT, 2000a). To address the concern of inflated CASS marks, Umalusi resorted to the use of statistical moderation to ensure that the CASS marks do not deviate drastically from the examination marks of learners. This predominantly quantitative study makes use of surveys to gather data on the problems and challenges experienced by Grade 12 educators in the effective implementation of CASS and the kinds of support provided to educators to strengthen and to sustain the effective implementation of CASS in the classroom. In addition, the study seeks to examine to what extent the Grade 12 CASS marks are fair, valid and reliable. Data was collected from a non - random sample of 21 subject advisors and 60 educators of Mathematics, Biology and Physical Science across six provinces namely, Eastern Cape, Northern Cape, Limpopo, KwaZulu - Natal, Gauteng and Mpumalanga and across all locations (rural, township and urban). Individual interviews were also conducted with four experts on CASS from national, provincial and district levels and an official from Umalusi. It is apt to end this abstract by indicating that, “our education system has been subjected to many far - reaching initiatives which, whilst taken in reaction to concerns about existing practices, have been based on little evidence about their potential to meet those concerns. In the study of formative assessment there can be seen, for once, firm evidence that indicates clearly a direction for change, which could improve standards of learning. Our plea is that national policy will grasp this opportunity and give a lead in this direction” (Black&Wiliam, 1998). / Dissertation (MEd (Assessment and Quality Assurance))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpreting, and acting. The second layer focuses on the emergent factors that contribute to what and how teachers think and do during the ephemeral assessment process. The emergent factors were interrelated and categorized into teacher, student, relationships, and contexts. Through the two layers, the complexity of the ephemeral assessment process has been developed.

Formativ bedömning eller bedömning för lärande introducerades i en kommun i södra Sverige 2013. Målsättningen har sedan dess varit att få med alla yrkesverksamma pedagoger i kommunen till att arbeta formativt i sina klassrum. Bedömning för lärande består av sex nyckelstrategier där feedback, som för lärandet framåt, är en av dessa. Feedback kan ges på olika sätt men de mest vanliga är skriftlig feedback och muntlig feedback. Få studier har gjorts där man har varit intresserad av elevers upplevelser av det formativa arbetssättet. Syftet med denna studie har varit att komma åt elevernas upplevelser av feedback. Vilken sorts feedback föredrar eleverna? När upplever eleverna feedback som betydelsefull? Och finns det faktorer som påverkar mottagandet av feedback? För att svara på dessa frågor har sex elever i årskurs nio intervjuats. Dessa elever har alla gått i en kommunal skola och under många år fått feedback, både muntligt och i skrift. Det insamlade materialet från intervjuerna har sedan kategoriserats och analyserats med hjälp av den sociokulturella teorin och det formativa förhållningssättet. Både dessa utgår ifrån att, samarbetsinriktade aktiviteter mellan lärare och elever, är viktiga förutsättningar för elevens lärande. Resultatet visar att det, enligt eleverna, finns för- och nackdelar med både muntlig och skriftlig feedback. Det eleverna värdesätter mest är feedbackens utformning, även om relationen med läraren också kan vara av betydelse. Eleverna anser att feedback bör bekräfta prestationen för att därefter föreslå förändringar som behöver göras. Detta för att eleverna ska känna sig motiverade till att fortsätta arbeta med uppgiften och ämnet. / Formative assessment was introduced in a municipality in the south of Sweden year 2013.Since then the aim of the initiative has been to inspire all teachers to apply a formativeassessment in the classrooms. Formative assessment includes five key strategies wherefeedback is one of them. Feedback could be presented in various ways but the mostcommon one is written and spoken feedback received on a task. Not many studies aremade on the students’ experiences of formative assessment. Therefore, the purpose ofthis study is to widen the understanding of the students’ experiences, what kind offeedback they prefer, when they appreciate the feedback as an important scaffolding andif there are contributing factors to their overall experience of feedback. To answer thesequestions, interviews were made with six students in the Swedish secondary school.They have all attended a public school in a municipality during many years and receivedfeedback both written and spoken. The information from the interviews has beencategorized and analyzed through a sociocultural theory. This theory argues thatcooperation between student and teacher is necessary for the development of thestudent. According to the students, there are pros and cons to both written and spokenfeedback. Students mostly value the shape of the feedback, but the relationship betweenstudent and teacher can also matter when feedback is given. The students believe thatfeedback should acknowledge the effort as well as suggest further development for thestudents to feel motivated to continue the work, both with the assignment and thesubject in general.

AbstractThis study investigates formative feedback comments given by instructors and the potential effects of the comments on students writing development. This research topic is examined from the perspective of the Swedish curriculum for English at upper secondary school and draws from international studies to identify potential implications for the Swedish context. Writing is an essential skill for students to acquire and instructors are responsible for guiding students in their efforts. However, it is unclear what types of comments may lead to students writing development. This paper has methodically included relevant research within the subject, and through synthesis identified several patterns in instructor comments which lead to student engagement and uptake of feedback. Research encourages instructors to be mindful of the tone of their comments as many negative comments may discourage and overwhelm students, resulting in them not engaging with the received feedback. The amount of comments on a students’ draft can also determine the students' engagement with the feedback comments. Also, research calls for instructors to familiarize students with the learning requirements and the metalanguage associated with the feedback process. Lastly, multiple studies included in this synthesis encourage the use feedback aids and alternative modes of feedback to support student development and accommodate students who do not respond to traditional feedback delivery methods.

The adoption of the Common Core State Standards has necessitated a change in the instructional practices used by many mathematics teachers. The new standards encourage problem solving and the development of conceptual understanding rather than rote memorization of formulas and rules. Researchers have demonstrated that formative assessment is a powerful instructional tool that, when implemented properly, can increase student achievement. The purpose of this quantitative study was to determine how mathematics teachers in Pennsylvania perceive the new standards; how they value and use formative assessment practices including involving students in their work, modeling quality work, providing feedback, and providing opportunities for peer and self-assessment; and how these variables are related to each other. The answers to these research questions could potentially guide future professional development for teachers. This study was guided by the theoretical framework of Bloom, Dewey, and Piaget who each stated that a constructivist approach to learning is necessary for student growth. Likert scale surveys were used and Pearson correlational studies were conducted to analyze the data from the 174 respondents. Results revealed that participants were generally not in favor of the Common Core State Standards, and there were few statistically significant relationships between teachers' value and use of the 4 formative assessment practices and their value of the standards. Participants appeared to have some misconceptions about the standards and the instructional practices that support implementation, suggesting a continued need for professional development. Attention to this professional learning could help to promote student achievement.

South African mathematical teachers are being introduced to the pedagogical tool, Meaning Equivalence Reusable Learning Objects (MERLO) as formative assessment (FA) practised in the senior phase (Grade 8 and 9), to promote and support teachers’ professional growth in using FA practices in the classroom. Cultural-historical activity theory (CHAT) and meta-didactical transposition (MDT) was used to frame the evolution process of teachers’ praxeologies. This study used qualitative participatory action research that encompassed three phases: pre-MERLO participation, MERLO participation and post-MERLO participation phase. The study was conducted in the northeast of Pretoria in Tshwane district in the province of Gauteng. Twelve senior phase mathematics teachers were purposively sampled in six public schools before workshop training. During workshop training, only five teachers participated due to the COVID-19 outbreak. The data collection instrument in my study used pre-and post-interviews, classroom observations, field notes, teachers’ reflective journals, teachers’ lesson plans learners’ workbooks and learners’ worksheets. From the subsequent MERLO participation, the findings revealed that the participating teachers acquired adequate knowledge and skills of meta-didactical praxeologies that allowed them to structure and integrate the lesson plan of teachers’ didactical praxeologies as FA activities into their mathematics classrooms. Furthermore, the teachers revealed that the learners showed more interest and motivation in the lesson. The learners were also actively involved in the lesson, developed a deeper understanding of mathematics content, and showed increased autonomy in learning. This study contributes to introducing the dynamic evolution of teachers’ praxeology of meta-didactical praxeologies and didactical praxeologies to South African mathematics teachers in the senior phase (Grade 8 and 9), in which the teachers used the pedagogical tool MERLO to support FA activities in the mathematics classroom. However, it is important to note that the effectiveness of MERLO participation training processes used in my study is ongoing research with a current focus on teachers’ professional development, with a future view on implementing the pedagogical tool MERLO in South African schools. In addition, the effectiveness of the training could also be used to empower other teachers globally. / Thesis (PhD (Assessment and Quality Assurance))--University of Pretoria, 2021. / UP doctoral research bursary / Science, Mathematics and Technology Education / PhD (Assessment and Quality Assurance) / Restricted

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The purpose of the study was to investigate upper secondary teachers' perception and description of formative assessment in the subject of sports and health, but also how they assess that the formative assessment develops the students' learning in the subject. Through a qualitative approach, the results have been developed via seven semi-structured interviews with active teachers in the subject of physical education and health, grades 7–9.   The previous research on formative assessment in sports and health has shown that assessment is complex and difficult for physical education teachers (Tolgfors, 2017). The results of the present study demonstrate, based on the teachers' description, that factors such as time and competence contribute to the teachers' perception of formative assessment. The practical parts are dominated when it comes to formative assessment according to the teachers because they see feedback as more time-consuming in the theoretical parts. It is also in the practical parts that three of five key strategies for formative ­assessment are most expressed (William, 2013). According to the teachers' description, the learning that is promoted in the teaching is physical activity and the joy of movement. Results also show that teachers need support and knowledge to develop their formative classroom practice. Based on previous research and the survey results, there are arguments that the competence and the right conditions for formative assessment in the subject of sports and health need to be improved.