Abstract
Formative assessment is a planned procedure in which students' progress toward mastering learning targets is measured and educators' instruction and content are adjusted as a result of the assessment results. Sound feedback in real classroom situations requires provision of real-time feedback that is adaptive to individual students' needs while simultaneously providing feedback to all students. Thanks to technological advancements, it is now possible to provide quick and personalized feedback to individual students based on their performance in real time. Higher education institutions are increasingly employing such devices in the classroom to provide mass feedback to students. Using information and communication technology to supplement formative assessment can make it even more effective while also reducing the teacher's workload.
TopBackground
Assessment has long been characterized as the gathering, evaluating, and interpreting of data in order to make a conclusion (Brookhart & McMillan, 2020). Most definitions of classroom assessment include at least three elements, tools, or processes for (a) gathering information about student learning; (b) interpreting that information within the context of a classroom learning community; and (c) using that information to identify and address student needs in order to support and promote learning. Assessment is divided into two types: assessment for learning (formative assessment) and assessment of learning (summative assessment). Assessment for learning or formative assessment takes place during classroom lessons, notably in instructional contexts, with teachers and students using assessment data to influence instructional decisions (Nitko & Brookhart, 2018). Teachers frequently want to know if students are keeping up with the speed of education and comprehending all of the content taught thus far. In contrast, assessment of learning occurs after instruction has been completed and is used to document student performance. Following instruction, assess how well your students have grasped the content, whether they are ready for the next unit, what grades they should receive, what comments you should provide parents, and how you should adapt your lesson (McMillan, 2014).
The introduction of virtual learning environments, the networked society, mobile and ubiquitous computing, augmented reality, and improvements in AI-enabled technologies have resulted in a situation in which colleges have adopted digital tools for assessing their students. Teachers and students have made progress in developing the skills and abilities needed to utilize ICTs productively but assessment processes have remained stagnant (Webb, 2010).
Many computer-based examinations contain computer-based test interpretation (CBTI) systems that help assessment practitioners evaluate test results and generate hypotheses for better understanding the test-taker, establishing a diagnosis, and providing treatment options. IDT stands for Internet-delivered testing, which is a way of giving computer-based tests through the Internet. This technology improves the speed with which tests may be supplied to assessment practitioners and the security that can be exercised over such exams, as well as the ability to assess test-takers on the same measure practically anywhere in the world (Foxcroft & Roodt, 2013).
Key Terms in this Chapter
Assessment for Learning: Another word for formative assessment which entails both informal and formal processes of testing, measuring and evaluation of learners for the purpose of improving learning.
Assessment: Refers to (a) a series of processes (b) meant to offer information about a student's development, growth, and achievement (c) in comparison to a standard.
Educational Assessment: This is a method of formally determining a student's standing in relation to educational characteristics of interest.
Formative E-Assessment: Refers to the use of ICT to support the iterative process of teachers and learners gathering and analyzing information about student learning and evaluating it in relation to prior achievement and attainment of intended, as well as unintended learning outcomes.
E-Learning: Refers to a web-based learning environment that combines technology and practices to benefit various stakeholders.
Assessment of Learning: Another term for summative assessment which entails formal processes of testing, measuring and evaluation of learners for the purpose of making a judgment about their competences and teacher effectiveness.
Online Formative Assessment: Is the presentation of formative assessment within learning online and blended situations where the lecturer and learners are separated by time and/or space and where a significant portion of learning/teaching events is led through web-based ICT.