Deep Learning Through Formative Assessment (72914)

Session Information: Assessment Theories & Methodologies
Session Chair: Ia Aptarashvili

Friday, 22 September 2023 09:55
Session: Session 1
Room: Nova Icaria
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

The most sensitive part of the teaching-learning process is assessment. Assessment is critical to determining the purpose of learning and its effectiveness (OECD, 2005). As is assessment and its framework, so is the course of student learning (Biggs, 1999). However, inaccurate assessment can hinder student learning and development (Jimaa, 2011). The main goal of the conducted research was to investigate the role of implemented formative assessment on student learning. Specifically, it aimed to identify the main principles of implemented formative assessment and its predictive value for students' overall academic self-concept and learning strategies. 309 elementary school students and 106 teachers participated in the study. The results of the study show that the variable of formative assessment was divided into three factors: 1. A student-centered approach, which in turn included (a) supporting collaborative learning, (b) monitoring student progress, and (c) supporting student self-directed learning. 2. Diagnosing weaknesses and problems in learning and supporting them, and working on metacognition; 3. Classroom management and student involvement in the learning process. Students' academic self-concept was measured by students' general assumptions about their own academic abilities and opportunities, and the strategies they used in learning were also assessed. The results of the study show that formative assessment factors have significant predictive value for the student’s academic self-concept (F (6, 24) = 14.41, p < .000; Wilk's Λ = 0.217, partial η2 = .78.) and for the learning strategies used by students and that academic self-concept is a mediator variable in this prediction.

Ia Aptarashvili, Ivane Javakhishvili Tbilisi State University, Georgia
Mzia Tsereteli, Ivane Javakhishvili Tbilisi State University, Georgia

About the Presenter(s)
Dr. Ia Aptarashvili is an associate professor of psychology at Tbilisi State University in Georgia. She is the co-head of the Master's Program in Educational Psychology and the head of the MET team at the Ministry of Education and Science of Georgia

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00