About this paper

Appears in:
Pages: 3852-3860
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain

FORMATIVE ASSESSMENT IN A CHEMISTRY COURSE THROUGH FEEDBACK AND FEED-FORWARD STRATEGIES

A. Garcés Osado1, L.F. Sánchez-Barba Merlo1, M. Honrado Díaz del Campo2

1Universidad Rey Juan Carlos (SPAIN)
2Universidad de Castilla La Mancha (SPAIN)
The importance of assessment in Higher Education as a formative tool has been broadly discussed in literature due its remarkable influence in student achievement and learning. In contrast to summative assessment, which is mainly focused to obtain a final grade for the student, formative assessment provides a collaborative framework that generates useful feedback information that can be used by both learners and teachers. However, an adequate strategy of assessment has to provide feedback different from that which is limited to give information to the students to improve their performance with no improvement in the final mark; it should also offer appropriate suggestions and guidance helping students to identify the gaps in their knowledge, which will have a significantly greater effect on future learners’ improvement and also improve the final mark in the global evaluation. This different approach known as feed-forward provides an excellent solution for both teachers and learners; in one hand, students can employ the provided information to improve their performance, and in other hand, it serves to tutors as convenient tool to realign their teaching in response to learners’ needs.
This article describes the employment of new assessment strategies that support learning through student involvement in the process, providing feedback in a forward-looking way that prompts reasoning in learners, which will impact on their future performance. The designed assessment tasks were oriented to develop and grade analytical and critical thinking in students, which is considered as one of the main key skills that students should have in science grades, resulting highly powerful for their future understanding and good performing in the subject during the course. A three-stage procedure was implemented in a blended learning environment supported by a recent open-source educational application. The employment of new technologies has facilitated the contact between tutors and students as well as they have succeeded for the constant monitoring of students’ performance allowing readjust or modify the process when necessary. The experience described here provides a significant improvement to previous approaches, shortening the time of the process but keeping or even increasing the level of mastery reached by learners at the end of the study. This has also led to a high level of acceptance and satisfaction in students enrolled in the course.
@InProceedings{GARCESOSADO2013FOR,
author = {Garc{\'{e}}s Osado, A. and S{\'{a}}nchez-Barba Merlo, L.F. and Honrado D{\'{i}}az del Campo, M.},
title = {FORMATIVE ASSESSMENT IN A CHEMISTRY COURSE THROUGH FEEDBACK AND FEED-FORWARD STRATEGIES},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {3852-3860}}
TY - CONF
AU - A. Garcés Osado AU - L.F. Sánchez-Barba Merlo AU - M. Honrado Díaz del Campo
TI - FORMATIVE ASSESSMENT IN A CHEMISTRY COURSE THROUGH FEEDBACK AND FEED-FORWARD STRATEGIES
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 3852
EP - 3860
ER -
A. Garcés Osado, L.F. Sánchez-Barba Merlo, M. Honrado Díaz del Campo (2013) FORMATIVE ASSESSMENT IN A CHEMISTRY COURSE THROUGH FEEDBACK AND FEED-FORWARD STRATEGIES, INTED2013 Proceedings, pp. 3852-3860.
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