background: testing and teaching are interrelated in education process; using various kinds of tests, teachers are able to anticipate the strong and weak points of learning in students, their progress and their accomplishment. the influence of test on teaching and learning is commonly referred to as washback. testing washback is a twisted concept that becomes even more complex under a various i...

This article presents an adapted version of an established model for assessing community readiness along with an illustrative case example from the evaluation of Positive Action, a school-based social and character development intervention, implemented as part of a randomized controlled trial in Chicago Public Schools from 2004 through 2010. Community readiness is an emerging assessment approac...

The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was de...

To explore the effects of formative assessment on student engagement in classroom, 60 upper-intermediate level EFL students, were chosen out of a convenience sample of 120, using the Oxford Placement Test and were randomly assigned to experimental and control groups. After the intervention, the students were asked to complete the Student Course Engagement Questionnaire. Independent sample t-tes...

This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of ‘Ask-Hint Strategy’ turns the Web-based formative assessment into an online quiz game. ‘Ask-Hint Strategy’ is composed of ‘Prune Strategy’ and ‘Call-in Strategy’. ‘Prune Strategy’ removes one incorrect option and turns the original 4-option item into a 3-opt...

BACKGROUND The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automa...

The ability to validate formative measurement has increased in importance as it is used to develop and test theoretical models. A method is proposed to gather convergent and discriminant validity evidence of formative measurement. Survey data is used to test the proposed method.