Literaturnachweis - Detailanzeige
| Autor/in | Hadfield, Kimberleigh Felix |
|---|---|
| Titel | A Conceptual Framework for Formative Assessment in Large-Enrollment Introductory Statistics |
| Quelle | In: Statistics Education Research Journal, 22 (2023) 1, Artikel 2 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-1824 |
| Schlagwörter | Formative Evaluation; Introductory Courses; Statistics Education; Large Group Instruction; Self Efficacy; Self Management; Feedback (Response); Student Attitudes; Academic Achievement; Andragogy; Higher Education; Self Evaluation (Individuals); Student Evaluation |
| Abstract | Implementing formative assessment in large-enrollment statistics courses is recommended by mathematics and statistics education communities. Yet research maintains that large-enrollment courses employ few, if any, formative assessments, exacerbating negative attitudes toward statistics and low student achievement. This conceptual essay applies an andragogical approach to the theories of self-efficacy, self-regulation, and formative assessment. A literature review explicates the associations between formative assessment with feedback and reassessment with student attitudes and achievement. Resulting from the review, a conceptual framework is proposed that illustrates the relations between the elements of formative assessment cycles and student attitudes and achievement. The implications of this conceptual framework suggest a comprehensive transformation of assessment practices to provide pathways for student success in statistics courses. (As Provided). |
| Anmerkungen | International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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