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Applications of Artificial Intelligence in Learning Assessment
Published in Prathamesh Churi, Shubham Joshi, Mohamed Elhoseny, Amina Omrane, Artificial Intelligence in Higher Education, 2023
Trishul Kulkarni, Bhagwan Toksha, Prashant Gupta
There is growing interest in using AI for formative assessment (Gardner et al., 2021; Vittorini et al., 2020). Formative assessment is carried out during the sessions rather than at the end for providing feedback to the student. It is more of ‘assessment for learning’ rather than ‘assessment of learning’. Formative assessment can be effective only if it is capable of providing immediate feedback to students about their learning. Manual scoring of assessment items is a time consuming and skill-oriented task. It would be unrealistic to expect the immediate feedback with the manual assessment methods. AI-based assessment should not be thought of only as automation of assessment but as a system to achieve an immediate intelligent feedback mechanism. This mechanism will be of great assistance for the learner to regulate their own learning progress (Cicchinelli et al., 2018).
Principles of Assessing Non-Technical Skills
Published in Matthew J. W. Thomas, Training and Assessing Non-Technical Skills, 2017
Assessment is a critical component of any training program. At its most basic, assessment can be described as the process of measuring a trainee’s knowledge, skills or attitudes. Assessment serves a number of different purposes in a training program. As introduced in previous chapters, there are two main forms of assessment: formative assessment and summative assessment. While summative assessment takes place at the completion of a training program and assesses the degree to which knowledge and skills have been acquired by the trainee, formative assessment takes place during the course of a training program and is typically used to measure and give feedback on learning progress and to tailor additional training interventions.
Stem Road Map Curriculum Series
Published in Carla C. Johnson, Janet B. Walton, Erin E. Peters-Burton, Rebuilding the Natural Environment Grade 10, 2022
Erin E. Peters-Burton, Carla C. Johnson, Toni A. May, Tamara J. Moore
Assessment throughout all STEM Road Map curriculum modules acts as a comprehensive system in which formative and summative assessments work together to provide teachers with high-quality information on student learning. Formative assessment occurs when the teacher finds out formally or informally what a student knows about a smaller, defined concept or skill and provides timely feedback to the student about his or her level of proficiency Summative assessments occur when students have performed all activities in the module and are given a cumulative performance evaluation in which they demonstrate their growth in learning.
Understanding informal feedback to improve online course design
Published in European Journal of Engineering Education, 2020
Formative assessment is commonly referred to as assessment for learning and is mainly used to measure learning progress so teachers may adapt their practices to meet students’ needs; whereas, summative assessment formally measures that learning over a particular time period (Sindelar 2015). While these two assessment classifications are often presented as somewhat separate concepts, summative assessments may also be used to serve a formative function (Sindelar 2015). While formative and summative assessments are similarly contrasted for convenience in this paper, we acknowledge that their boundaries are more fluid than they may at first appear. Formative and summative assessment represent all the interactions in the context of education which generate learning (Black et al. 1998; Black and Wiliam 2009; Clark 2012).
The reflective diary as a method for the formative assessment of self-regulated learning
Published in European Journal of Engineering Education, 2018
It is essential to distinguish between two different purposes of assessment. Formative assessment supports students during their learning by providing them with feedback on their performance, helping them to reach their full capacity (Yorke 2003). Formative assessment is assessment for learning, in contrast to summative assessment, which is assessment of learning and focuses on outcomes (Clark 2012). The purpose of formative assessment is therefore to help students to develop skills, knowledge, and beliefs that are central to the discipline (Clark 2012). It is, however, important to acknowledge that students are different and will need different forms of help and scaffolding. This means that formative assessment is and should be subjective and individualised (Shepard 2000) by allowing teachers to focus on the student’s individual needs (Dopper and Sjoer 2004). Frequent formative assessment provides information both to students and teachers about the learning process, and allows early intervention and informed scaffolding. Teachers can help students to learn from their mistakes through feedback (Higgins, Hartley, and Skelton 2002). Feedback is at the core of formative assessment and provides students with a source of information which they can use to evaluate their progress and domain knowledge, goals, strategies, and beliefs (Nicol and Macfarlane-Dick 2006).
Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment
Published in European Journal of Engineering Education, 2018
Liam Comerford, Adam Mannis, Marco DeAngelis, Ioannis A. Kougioumtzoglou, Michael Beer
As highlighted in Section 1, a flipped classroom environment is a great catalyst for formative assessment processes. One of the major factors in delivering formative assessment is the ability to provide feedback to students that specifically enhances their learning processes. This provides a major benefit, allowing them to be able to identify the source of their mistakes and how to rectify them. However, in a flipped classroom setting, students will usually have to wait until the timetabled session to ask questions and receive feedback. Fortunately, it is possible to offer many levels of live dynamic feedback for the student as part of an e-learning software package. Instant feedback comes with the advantage that the problem is fresh in the students' minds and at the time when they are more likely to be interested. It has been observed by the authors that when providing written feedback digitally up to one week after an assignment has been submitted, many students do not even take the time to access it. Further, a significant correlation was observed between students who received low marks and students who did not review their feedback; that is, the students who were struggling with the work were less likely to be interested in the reasons for this once they had already received their marks. Examples of formative processes within the software are given in Section 4.