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Carrió-pastor, María Luisa - One of the best experts on this subject based on the ideXlab platform.
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Análisis comparativo del uso de marcadores metadiscursivos en la evaluación formativa y sumativa online / Comparative analysis of the use of metadiscourse markers in online formative and Summative Assessment
'Universidad de Extremadura - Servicio de Publicaciones', 2021Co-Authors: Carrió-pastor, María LuisaAbstract:In this paper, my main aim is to compare the effectiveness of formative Assessment with Summative Assessment in online tasks. Different types of online tasks were designed that students should do in two subjects in the first and second semester of an academic year. Summative Assessment was carried out in the subject of the first semester to the control group. In the second semester, formative Assessment was performed in another subject to the experimental group. This experiment was carried out with graduate students whose mother tongue was Chinese and they had to perform the tasks in Spanish, doing formative Assessment activities. In order to identify and analyse the results of the experiment, several aspects were taken into account, such as the use of metadiscursive markers, interaction with the teacher, and effective communication. The students did the tasks progressively and the results were compared in the control and experimental groups. The results were commented in order to identify if differences were observed in the use of metadiscursive markers and the conclusions of the study were drawn.Se propone en este artículo comparar la efectividad de la evaluación formativa y la evaluación sumativa al evaluar la comunicación en la realización de tareas online. Para ello, se diseñaron diferentes tipos de tareas online que los/as alumnos/as tenían que realizar en dos asignaturas, una del primer semestre y otra del segundo en el mismo curso académico. En el primer semestre se aplicó la evaluación sumativa al grupo de control y en el segundo semestre la evaluación formativa al grupo experimental. Se realizó este experimento con alumnos de posgrado cuya lengua materna era el chino y tenían que realizar las tareas en español. Con el fin de identificar y analizar los resultados del experimento se tuvieron en cuenta varios parámetros como el uso de marcadores metadiscursivos, la interacción con el profesor y la comunicación efectiva. Los/as alumnos/as realizaron las tareas de forma progresiva y se compararon los resultados en el grupo de control y el experimental. Se comentaron los resultados con el fin de identificar si se observaban diferencias en el uso de marcadores metadiscursivos y se extrajeron las conclusiones del estudio. Abstract In this paper, my main aim is to compare the effectiveness of formative Assessment and Summative Assessment of communicative skills in online tasks. Different types of online tasks were designed to be done by students in two subjects in the first and second semester of an academic year. Summative Assessment was carried out in the subject of the first semester to the control group. In the second semester, formative Assessment was performed in another subject to the experimental group. This experiment was performed to graduate students whose mother tongue was Chinese and had to write the tasks in Spanish. In order to identify and analyse the results of the experiment, several aspects were taken into account, such as the use of metadiscursive markers, interaction with the teacher, and effective communication. The students did the tasks progressively and the results were compared in the control and experimental groups. The results were commented in order to identify if differences were observed in the use of metadiscursive markers and the conclusions of the study were drawn. Keywords: Summative Assessment; formative Assessment; markers; metadiscourse; non native speakers
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A comparative analysis of the use of metadiscourse markers in online formative and Summative Assessment
'Universidad de Extremadura - Servicio de Publicaciones', 2021Co-Authors: Carrió-pastor, María LuisaAbstract:Este trabajo se ha realizado en el marco del Proyecto de Investigación IAMET (referencia FFI2016-77941-P)Se propone en este artículo comparar la efectividad de la evaluación formativa y la evaluación sumativa al evaluar la comunicación en la realización de tareas online. Para ello, se diseñaron diferentes tipos de tareas online que los/as alumnos/as tenían que realizar en dos asignaturas, una del primer semestre y otra del segundo en el mismo curso académico. En el primer semestre se aplicó la evaluación sumativa al grupo de control y en el segundo semestre la evaluación formativa al grupo experimental. Se realizó este experimento con alumnos de posgrado cuya lengua materna era el chino y tenían que realizar las tareas en español. Con el fin de identificar y analizar los resultados del experimento se tuvieron en cuenta varios parámetros como el uso de marcadores metadiscursivos, la interacción con el profesor y la comunicación efectiva. Los/as alumnos/as realizaron las tareas de forma progresiva y se compararon los resultados en el grupo de control y el experimental. Se comentaron los resultados con el fin de identificar si se observaban diferencias en el uso de marcadores metadiscursivos y se extrajeron las conclusiones del estudio.Summative Assessment; Formative Assessment; Markers; Metadiscourse; Non native speakers. In this paper, my main aim is to compare the effectiveness of formative Assessment and Summative Assessment of communicative skills in online tasks. Different types of online tasks were designed to be done by students in two subjects in the first and second semester of an academic year. Summative Assessment was carried out in the subject of the first semester to the control group. In the second semester, formative Assessment was performed in another subject to the experimental group. This experiment was performed to graduate students whose mother tongue was Chinese and had to write the tasks in Spanish. In order to identify and analyse the results of the experiment, several aspects were taken into account, such as the use of metadiscursive markers, interaction with the teacher, and effective communication. The students did the tasks progressively and the results were compared in the control and experimental groups. The results were commented in order to identify if differences were observed in the use of metadiscursive markers and the conclusions of the study were drawn.peerReviewe
Cees P M Van Der Vleuten - One of the best experts on this subject based on the ideXlab platform.
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the mechanism of impact of Summative Assessment on medical students learning
Advances in Health Sciences Education, 2010Co-Authors: Francois Cilliers, Nicoline Herman, Hanelie Adendorff, Cees P M Van Der VleutenAbstract:It has become axiomatic that Assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of Summative Assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of Assessment on learning was mediated through various determinants of action. Respondents’ learning behaviour was influenced by: appraising the impact of Assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of Assessment as a tool to augment learning.
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portfolios in medical education why do they meet with mixed success a systematic review
Medical Education, 2007Co-Authors: Erik W Driessen, Cees P M Van Der Vleuten, Jan Van Tartwijk, Val WassAbstract:CONTEXT The move towards competence-based medical education has created a need for instruments that support and assess competence development. Portfolios seem suitable but mixed reports of their success are emerging. METHODS To examine the effectiveness of portfolios, we searched PubMed and EMBASE using the keyword 'portfol*', PsychInfo and ERIC using the keywords 'portfol*' and 'medical education' and references of retrieved papers for empirical studies on portfolios in all phases of medical education. Thirty of 1939 retrieved papers met the inclusion criteria and were analysed. Data were collated against the research question, number of subjects, design, setting, findings and limitations, purpose and content, mentoring and Assessment. We analysed impact using a modified version of Kirkpatrick's hierarchy. RESULTS Because differences across studies precluded statistical meta-analysis, the data were analysed by context, goals and procedure. Positive effects were strongest in undergraduate education. Important factors for success were: clearly communicated goals and procedures; integration with curriculum and Assessment; flexible structure; support through mentoring, and measures to heighten feasibility and reduce required time. Moderately good inter-rater reliability was reported and global criteria and discussions among raters were beneficial. Formative and Summative Assessment could be combined. Without Assessment, portfolios were vulnerable to competition from other Summative Assessment instruments. CONCLUSIONS For portfolios to be effective in supporting and assessing competence development, robust integration into the curriculum and tutor support are essential. Further studies should focus on the effectiveness and user-friendliness of portfolios, the merits of holistic Assessment procedures, and the competences of an effective portfolio mentor.
Mª Luisa Carrió-pastor - One of the best experts on this subject based on the ideXlab platform.
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Análisis comparativo del uso de marcadores metadiscursivos en la evaluación formativa y sumativa online / A comparative analysis of the use of metadiscourse markers in online formative and Summative Assessment
'Universidad de Extremadura - Servicio de Publicaciones', 2021Co-Authors: Mª Luisa Carrió-pastorAbstract:Resumen: Se propone en este artículo comparar la efectividad de la evaluación formativa y la evaluación sumativa al evaluar la comunicación en la realización de tareas online. Para ello, se diseñaron diferentes tipos de tareas online que los/as alumnos/as tenían que realizar en dos asignaturas, una del primer semestre y otra del segundo en el mismo curso académico. En el primer semestre se aplicó la evaluación sumativa al grupo de control y en el segundo semestre la evaluación formativa al grupo experimental. Se realizó este experimento con alumnos de posgrado cuya lengua materna era el chino y tenían que realizar las tareas en español. Con el fin de identificar y analizar los resultados del experimento se tuvieron en cuenta varios parámetros como el uso de marcadores metadiscursivos, la interacción con el profesor y la comunicación efectiva. Los/as alumnos/as realizaron las tareas de forma progresiva y se compararon los resultados en el grupo de control y el experimental. Se comentaron los resultados con el fin de identificar si se observaban diferencias en el uso de marcadores metadiscursivos y se extrajeron las conclusiones del estudio. Abstract: In this paper, my main aim is to compare the effectiveness of formative Assessment and Summative Assessment of communicative skills in online tasks. Different types of online tasks were designed to be done by students in two subjects in the first and second semester of an academic year. Summative Assessment was carried out in the subject of the first semester to the control group. In the second semester, formative Assessment was performed in another subject to the experimental group. This experiment was performed to graduate students whose mother tongue was Chinese and had to write the tasks in Spanish. In order to identify and analyse the results of the experiment, several aspects were taken into account, such as the use of metadiscursive markers, interaction with the teacher, and effective communication. The students did the tasks progressively and the results were compared in the control and experimental groups. The results were commented in order to identify if differences were observed in the use of metadiscursive markers and the conclusions of the study were drawn
Pru Marriott - One of the best experts on this subject based on the ideXlab platform.
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students evaluation of the use of online Summative Assessment on an undergraduate financial accounting module
British Journal of Educational Technology, 2009Co-Authors: Pru MarriottAbstract:According to the Quality Assurance Agency, ‘Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills’, and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E-Assessment offers opportunities for creating innovative Assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online Summative Assessments were introduced into a 1st-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that Assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement. [ABSTRACT FROM AUTHOR]
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the use of on line Summative Assessment in an undergraduate financial accounting course
Journal of Accounting Education, 2008Co-Authors: Pru Marriott, Alice LauAbstract:Abstract According to the Quality Assurance Agency [QAA (2006). Section 6: Assessment of students, Code of practice for the assurance of academic quality and standards in higher education. http://www.qaa.ac.uk />. Accessed 14.03.2007] “Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills” and is inextricably linked to a course or programme’s intended learning outcomes. Assessment also has a fundamental effect on students’ learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. Computer-aided Assessment (CAA) offers an option for “sustainable Assessment” and provides opportunities for creating innovative Assessment practices that help engage students and increase their motivation for learning. This paper reports the findings of a qualitative study where a series of on-line Summative Assessments were introduced into a first-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that Assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation, and engagement.
Francois Cilliers - One of the best experts on this subject based on the ideXlab platform.
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A Model of the Pre-Assessment Learning Effects of Summative Assessment in Medical Education.
Advances in Health Sciences Education, 2011Co-Authors: Francois Cilliers, Nicoline Herman, Hanelie Adendorff, Cees P. M. Van Der VleutenAbstract:It has become axiomatic that Assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-Assessment learning effects of Summative Assessment. Less still emanates from health sciences education settings. This study explored the pre-Assessment learning effects of Summative Assessment in theoretical modules by exploring the variables at play in a multifaceted Assessment system and the relationships between them. Using a grounded theory strategy, in-depth interviews were conducted with individual medical students and analyzed qualitatively. Respondents’ learning was influenced by task demands and system design. Assessment impacted on respondents’ cognitive processing activities and metacognitive regulation activities. Individually, our findings confirm findings from other studies in disparate non-medical settings and identify some new factors at play in this setting. Taken together, findings from this study provide, for the first time, some insight into how a whole Assessment system influences student learning over time in a medical education setting. The findings from this authentic and complex setting paint a nuanced picture of how intricate and multifaceted interactions between various factors in an Assessment system interact to influence student learning. A model linking the sources, mechanism and consequences of the pre-Assessment learning effects of Summative Assessment is proposed that could help enhance the use of Summative Assessment as a tool to augment learning.
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the mechanism of impact of Summative Assessment on medical students learning
Advances in Health Sciences Education, 2010Co-Authors: Francois Cilliers, Nicoline Herman, Hanelie Adendorff, Cees P M Van Der VleutenAbstract:It has become axiomatic that Assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of Summative Assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of Assessment on learning was mediated through various determinants of action. Respondents’ learning behaviour was influenced by: appraising the impact of Assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of Assessment as a tool to augment learning.
