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 its implementation in the teaching of English in Jamaican secondary schools on students’ academic achievement. Using pre- and posttest quasi-experimental and instrumental case study designs, data were collected from eighteen teachers and 1,739 students from four types of secondary schools in Jamaica. Analysis of covariance (ANCOVA) and the general inductive approach to analyzing qualitative data showed that formative assessment improved students’ achievement in English on both internal and external examinations when the teacher had at least an intermediate level of competence in its implementation. The results also showed that the implementation of formative assessment may be hindered by inadequate infrastructure, negative student attitudes, and ineffective school policies. Gender differences are also suggested. The findings have implications for all the stakeholders in education, including the Ministry of Education, teacher training institutions, and school administrators, as teachers need ongoing support, training, and materials to develop their competence in and practice of formative assessment.
This study investigates the impact of formative assessment on the attitudes of Grade 10 learners toward physical sciences in the KwaZulu-Natal province. Formative assessment, characterized by continuous feedback and ongoing evaluation, plays a pivotal role in shaping learners’ perceptions and engagement with the learning process. The research specifically explores how formative assessment strategies influence learners’ motivation, confidence, and overall disposition toward physical sciences education. A purposive sampling technique was employed to select 175 Grade 10 learners from five secondary schools in the UMkhanyakude District. The study adopted a quasi-experimental design, utilizing pretest and posttest attitude scales, with data analyzed using SPSS version 26. Findings reveal that learners’ attitudes toward physical sciences are shaped by several factors, including willingness to learn, perceived relevance of the subject, interest, and the need for academic support. Importantly, the intervention group exhibited greater improvement across all these factors compared to the control group. These results underscore the significant role of formative assessment in promoting positive attitudes and enhancing student engagement in physical sciences education. Based on these insights, the study recommends the systematic and consistent integration of formative assessment practices into teaching and learning to improve learners’ attitudes and overall learning experiences in physical sciences.
Students face various obstacles when attempting to solve problems on the National Assessment, one of which is a deficiency in their ability to think creatively. Still, however, there is a paucity of researchers who investigate the relationship between creative thinking and National Assessment problem-solving. Thus, the current study aimed to evaluate students’ creative-thinking ability to solve problems on the National Assessment and to explore how the structure of the assessment itself shapes opportunities for creativity. Qualitative methods employing a descriptive approach were utilized to address the research problem. Three students were selected in a rigorous manner to represent three distinct categories of creative thinking. As the instruments, we utilized interview guidelines, National Assessment questions, and creative-thinking tests. Data analysis consisted of data condensation, data presentation, and conclusion drawing. Given the small sample size, the study emphasizes analytical depth rather than generalizability, focusing on how assessment conditions interact with students’ creative processes. We identified three distinct images of creative thinking for each category, which are elaborated upon in the research findings. Apart from that, the implications and recommendations of this research provide insight into the importance of stimulating creative thinking both in classroom instruction and in assessment design.
This study examines the attitudes, challenges, and recommendations related to computer-based testing (CBT) for English language assessments among high-school students at a private school in Amman, Jordan. In the context of the Ministry of Education’s initiative to transition from traditional paper-based exams to CBT, this research provides timely insights into the implications of this shift. A mixed-methods approach was used, with thirty-eight students (50% male, 50% female) participating in a survey that combined quantitative Likert-scale items and qualitative open-ended responses. The findings revealed that while students appreciated the efficiency, engagement, and multimedia capabilities of CBT, they also reported significant challenges, including technical issues, digital unfamiliarity, and time-management pressures. Prior exposure to CBT and greater computer familiarity were linked to more positive attitudes and reduced stress. Qualitative analysis emphasized the need for improved technical infrastructure, user-friendly interfaces, and pre-test training. The study concludes with actionable recommendations for educators and policymakers to enhance the effectiveness and accessibility of CBT, offering valuable insights for schools transitioning to digital assessments in similar educational contexts.
Although considerable attention has been devoted to the cognitive aspects of written corrective feedback (WCF) in second language (L2) acquisition (SLA), the emotional and relational factors influencing feedback reception remain insufficiently examined, particularly in underrepresented regions such as North Africa. This study explores the interactive relationships among teacher–student rapport, emotional well-being, and WCF in predicting writing performance among Algerian English as foreign language (EFL) learners. Employing structural equation modeling (SEM), the research analyzed data from 121 second-year English students at the University of Setif 2, drawn from a population of 325 based on instructor consent. Findings demonstrated that rapport and feedback serve as joint predictors of writing performance, with emotions functioning as mediators. Additionally, rapport moderated the feedback–performance relationship, substantiating that feedback efficacy is contingent upon relational and affective contexts. These results underscore the necessity of integrating socio-affective dimensions into feedback design and teacher training within EFL writing pedagogy. The study discusses implications for EFL writing instruction, rapport cultivation, feedback literacy development, and emotional engagement strategies in higher education contexts.
Relative age, defined as the number of months between students in the same school year, acts as a factor of inequality that influences teaching and learning processes. Those who are relatively younger within each group often face lower levels of cognitive and socioemotional maturity, which leads to disadvantages in competence development and can widen other educational gaps. This study examines these effects among secondary school students in Spain, Mexico, and Uruguay, using data from PISA 2022. Logistic regression models were employed to estimate the likelihood of low performance in mathematics, reading, and science, controlling for gender, socioeconomic status, and exposure to bullying. The findings reveal that younger students are more likely to perform poorly: up to 35% more likely in mathematics in Mexico, 41% more likely in reading, and 33% more likely in science in Uruguay. Additionally, gender disparities are confirmed (female students tend to perform better in reading but worse in mathematics and science); socioeconomic status has positive effects, and bullying has a negative impact. Overall, these results emphasize the importance of including relative age as a key factor in education policies and pedagogical strategies to promote more equitable learning outcomes.
This qualitative study is an attempt to reveal the key drivers behind the proliferation of quality assurance (QA) practices in Turkish higher education (HE). In this regard, one of the most common practices, namely, Institutional External Evaluation (IEE), was examined regarding the reasons why it has been applied regularly by The Higher Education Quality Council (THEQC) in Türkiye. The research used a phenomenological approach, and data were collected through semi-structured interviews with twenty-seven participants, including THEQC members, institutional external evaluators, and academic leaders. Purposeful snowball was used for sampling, and interviews were thematically analyzed. Moreover, the analysis revealed four main themes. These themes are the dissemination of a quality culture, increased awareness of stakeholders, institutional competition, and internationalization. Taken together, these findings illustrate how various dynamics contribute to the current QA landscape. Ultimately, this study offers insights into local and global forces shaping QA practices in Türkiye’s HE system.
The current study aimed to determine the level of functional performance of students with autism spectrum disorder (ASD) and its relationship to gender (male-female) and the severity of the disorder in special education centers in Amman. To achieve this, the study followed the descriptive survey approach through designing a special questionnaire to collect data, covering the following dimensions (social skills, motor skills, autonomy and daily life skills, communication skills, and language and receptive skills). The questionnaire was distributed to a sample of eighty-five students with ASD enrolled in special education centers in the Amman governorate. The results indicated the average level of functioning of ASD students. They further reported that functioning in the motor skills dimension was high, while their level of functioning in other skills (social skills, motor skills, autonomy and daily life skills, communication skills, and language and receptive skills) was low. The results, moreover, showed that there were no statistically significant differences in the level of functional performance among ASD students according to the gender variable, while there were statistical differences in the degree of functional performance according to the variable of the severity of the disorder, in favor of mild ASD students. The study recommended conducting further studies and preparing accurate measurement tools to determine the level of functional performance of people with ASD, addressing other variables and factors such as age, double disability, and so forth, which contribute to the development of appropriate treatment programs and interventions in light of these variables.
The present study examines how classroom assessment can be taught more effectively by leveraging cultural background knowledge. An assets-based approach is used to teach reliability and validity as essential tools for improving learning outcomes in everyday classroom assessment. The present study moves beyond a surface-level understanding of classroom assessment and strives to make these variables more meaningful so that teacher candidates are better equipped to use them in their evolving professional practice. Using action research as a methodological approach, I engaged in a self-study to determine which instructional strategies would best enhance student learning. The theoretical framework integrates culturally responsive and culturally relevant pedagogy with a critical view of assessment concepts. These variables become more engaging when they are situated in students’ lived experiences. Participants included Hispanic undergraduate teacher candidates attending a Hispanic-serving institution in the Southwestern United States. As part of the instructional intervention, participants discussed their favorite places to eat tacos or hamburgers. I then leveraged their cultural background knowledge to form analogical associations that strengthened their understanding of reliability and validity. Collected data focused on narratives generated through online pre- and post-discussion threads. Results indicate that participants were able to connect cultural background knowledge and deepen their practical understanding of these classroom assessment variables. This instructional strategy highlights how complex academic concepts can be made more accessible by leveraging shared social and cultural connections. Educators who wish to enhance student engagement by integrating academic content with cultural background knowledge should find this study informative.
The aim of this study was to evaluate the psychometric properties of the Greek version of the Alabama Parenting Questionnaire APQ-GR (6–18) (child form). The study sample was n = 1,118 children [girls: (n = 573), boys: (n = 545)]. Independent Confirmatory Factor Analyses were performed to identify the model with the best fit. Factors such as Ιnvolvement, Positive Parenting, Poor Monitoring/Supervision, Inconsistent Discipline, Corporal Punishment, and Other Discipline Practices were evaluated. Results suggested that all models fit the data well, but the model with the best fit was the six-factor model. The Δχ2 difference tests showed that all other possible models yielded significantly worse fits than the six-factor model. All nested models were evaluated across the child’s gender and demonstrated a good fit for girls and boys. Additionally, results suggested measurement invariance across children with and without disabilities. The Greek APQ-GR (6–18) demonstrated sufficient validity and reliability evidence for assessing children’s perceptions of parenting practices.
