JREPT: Vol 2 No 1

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https://bspace.buid.ac.ae/handle/1234/1432

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Browsing JREPT: Vol 2 No 1 by Subject "formative assessment"

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    The impact of using Socrative based formative assessment to enhance student achievement in a nutrition course: A digital forward assessment
    (The British University in Dubai (BUiD), 2019) Hussein, Hinda Jirdeh
    The purpose of this paper is to describe an experimental study that examined the impact of using Socrative as a tool for formative assessment “Feedforward” on EFL tertiary college students’ conceptual understanding of a nutrition course in the United Arab Emirates. The impact is determined by student test achievements. The study used true experimental design on 47 nutrition students and randomly assigned 23 participants into an experimental group and 24 into a control group. Both groups took pre-post-test of three parts unit of macronutrients. After the teaching the units, a pretest was administered, then the experimental group got a Socrative formative based assessment and the control group received the usual traditional paper based review. The study evaluated students’ understanding of the concepts and improvement of posttest after treatment of socrative based formative assessment. The results were analyzed in statistical software (SPSS 23) using independent t-test to determine if there was significant difference in the posttest scores between the two groups. The findings showed a significant improvement in the experimental group’s posttest, which is an impact in the implementation of socrative as formative assessment in enhancing student achievement.
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    Investigating the Impact of Applying Different Strategies of Formative Assessments on Students’ Learning Outcomes in Summative Assessments in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2019) Radhwan, Mina
    Among contemporary methods for improving the learning of students, formative assessments stand out amongst the most essential and powerful. While formative assessment thoughts and practices appear to have a demonstrated record in upgrading students’ ability to take in information, these practices are difficult to completely incorporate into teachers' everyday classroom practices. This study investigated the impact of applying different strategies of formative assessment practices on students’ learning outcomes in summative assessments in one of the private schools in Sharjah, UAE. This study consists of two groups of participants including twelve teachers and seventeen high school students in a private school in Sharjah, UAE. A qualitative method was taken towards gathering teachers’ and students’ perceptions of the formative assessment practices accompanied by open-ended questions through semi-structured interviews. Data analysis revealed that a significant effect is achieved through using a variety of formative assessment practices on students’ learning outcomes in the summative assessments. Most teachers and students are aware of the importance of using these strategies to improve the learning skills for each student. Therefore, formative assessments can be considered as a tool for improving the students’ academic level, adding to the procedure and results of learning.