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Making Room For Formative Assessment Processes: A Multiple Case Study, Rob Mcentarffer
Making Room For Formative Assessment Processes: A Multiple Case Study, Rob Mcentarffer
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative instrumental multiple case study (Stake, 2005) explored how teachers made room for formative assessment processes in their classrooms, and how thinking about assessment changed during those formative assessment experiences. Data were gathered from six teachers over three months and included teacher interviews, student interviews, participant-observation notes, videos of classroom experiences, and classroom artifacts. These data were analyzed using a category construction method (Merriam, 2009) that involved open coding, axial coding, and finally a cross-case analysis that grouped axial codes according to themes relating to the two research questions. Four case studies describe the process of co-created work with …
Investigating Computer-Based Formative Assessments In A Medical Terminology Course, Jammie T. Wilbanks
Investigating Computer-Based Formative Assessments In A Medical Terminology Course, Jammie T. Wilbanks
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Research has been conducted on the effectiveness of formative assessments and on effectively teaching medical terminology; however, research had not been conducted on the use of formative assessments in a medical terminology course. A quantitative study was performed which captured data from a pretest, self-assessment, four module exams, and a final exam for 48 students to explore the effectiveness of formative assessments in an online medical terminology course. The students enrolled in the course were randomly divided into two groups and assigned a self-assessment for one of two modules of course content. Data indicate that the inclusion of self-assessment opportunities …