Temat: formative assessment, - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Self-evaluation as an Attribute of Formative Assessment of Students’ Achievements in Maritime Studies
Autorzy:: Bartusevičiene, I.
Powiązania:: https://bibliotekanauki.pl/articles/117373.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:: Maritime Education and Training (MET)
Formative Assessment
MET System in Lithuania
Self-Evaluation of Students
Marine Engineering
Opis:: Assessment of students’ achievements in higher education didactics and in maritime studies is considered as a problematic part of study process. Especially it is difficult to use assessment practically in order to improve students’ learning, for formative purposes. The role of formative assessment in the learning educational paradigm is essential. One of main attributes of formative assessment - self-evaluation of students - has been chosen as the object of the research. For the empirical research, a case of full-time studies of Marine Engineering was decided upon. An originally created questionnaire was used for the research. The characteristics of self-evaluation, such as its frequency, forms, and content were analysed with the aim of finding out their influence on the improvement of students’ learning and effectiveness of maritime studies.
Źródło:: TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2014, 8, 2; 239-244
2083-6473
2083-6481
Pojawia się w:: TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: a quasi-experimental study
Autorzy:: Yassin, Baderaddin
Abdulgalil Abugohar, Mohammed
Powiązania:: https://bibliotekanauki.pl/articles/2087263.pdf
Data publikacji:: 2022
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: English Language Learners (ELLs)
Mobile-Assisted Language Learning (MALL)
Formative Assessment
Oxford Placement Test (OPT)
Adult Learning
Opis:: The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students’ mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students’ overall language proficiency.
Źródło:: Teaching English with Technology; 2022, 22, 2; 69-89
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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