Learning to assess: analytic rubrics in formative assessment 1

Rubrics as Metacognitive Tools in Flipped Classrooms and Self-Regulated Learning in Higher Education

Introduction. The Flipped Classroom model shifts the initial contact with instructional content to the pre-class phase, requiring greater student autonomy and self-regulation, although insufficient preparation continues to hinder learning outcomes. Methodology. This study analyzed the use of rubrics to guide pre-class...

From criteria to self-regulation: Rubrics guiding pre-class preparation in a higher education Flipped Classroom

Percepción estudiantil de la evaluación formativa

Formative assessment is a strategy that strengthens teaching and learning processes in upper secondary education. The objective of this study was to analyze students’ perceptions of the implementation of formative assessment methodologies and instruments in the Curricular Learning Unit (UAC) Mathematical Thinking I of...

EXPLORING EFL TEACHERS' FORMATIVE ASSESSMENT LITERACY: AN IN-DEPTH INVESTIGATION

Testing the Water, Transforming the Grade

It is generally accepted that formative assessment improves teaching and learning. However, empirical studies on the integrated conceptualization of formative assessment are lacking. Therefore, this study utilized the revised Wiliam and Thompson’s five aspects of formative assessment framework to assess the impact of i...

Assessment of a MATATAG Curriculum-Based Grade 1 Numeracy Workbook: Development, Validity, and Effectiveness

Purpose of the study: This study aimed to develop a Grade 1 numeracy workbook aligned with the MATATAG Curriculum by identifying teacher-perceived difficult competencies and using them as the basis for structured, developmentally appropriate workbook activities. Methodology: The study employed a developmental research...