formative-assessment

Documents about formative-assessment

• Characterizing Student Perceptions of and Buy-in toward Common Formative Assessment Techniques#634556DigitalCommons@University of Nebraska
• Evaluar para Aprender: El Verdadero Sentido de la Evaluación en la Educación Médica#1055118Repositorio Institucional UMNG
• Quizizz como herramienta digital en la evaluación formativa del aprendizaje de Historia#634427DIALNET OAI Articles
• Why the Big Five Personality Traits Are Composites, not Common Causes: Implications for Measurement, Prediction, and Causal Inference#121559OSF
• Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric#199367OpenAlex
• La evaluación por competencias en la formación dual: la experiencia del bàtxelor en Ciències de l’educació de la Universitat d’Andorra#420040DIALNET OAI Articles
• Educational Design Research for the Development of a Collectible Card Game for Cybersecurity Learning#419040OpenAlex
• Co-Designing a Clinician-Centered Video Gait Assessment System for Cerebral Palsy Based on the Framework for Co-Design of Clinical Practice Tools: Iterative Development and Formative Evaluation Study.#479227NCBI PubMed Central
• Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments#487858ERIC
• Students’ perceptions of an electronic one-minute paper in a radiography training programme: An exploratory cross-sectional questionnaire study#416034OKAYAMA UNIVERSITY SCIENTIFIC ACHIEVEMENT REPOSITORY
• Revisiting Clickers: In-class Questions Followed by At-home Reflections Are Associated with Higher Student Performance on Related Exam Questions#481865DigitalCommons@University of Nebraska
• FROM ANXIETY TO EXPRESSION: CHALLENGES FACED BY BEAP (BASICS OF ENGLISH FOR ACADEMIC PURPOSES) STUDENTS IN THE IGCSE (INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION) SPEAKING EXAM AT WESTMINSTER PRE-FOUNDATION COURSES#171155Zenodo (CERN)
• Cognitive Learning Intelligence Platform (CLIP): Every Pen Stroke is a Learning Signal#331645OSF
• Raising the Floor, Holding the Bar: Distributional Effects of AI-Assisted Course Design in Two Community College Mathematics Courses#281771OSF
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)