Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment
The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers h...
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| Format: | Article |
| Language: | English |
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2022-11-01
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| Series: | International Journal of Assessment Tools in Education |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/2474848 |
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| author | Seval Kula Kartal |
| author_facet | Seval Kula Kartal |
| author_sort | Seval Kula Kartal |
| collection | DOAJ |
| description | The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important change has taken place in terms of why and how teachers and students use classroom assessment. Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited. Thus, the current study aims at providing guiding information on why and how to implement classroom assessment to develop students’ learning, motivation, and self-assessment skills. |
| format | Article |
| id | doaj-art-b73bda5485ea469f9d4c0a50f39b5174 |
| institution | DOAJ |
| issn | 2148-7456 |
| language | English |
| publishDate | 2022-11-01 |
| publisher | izzet kara |
| record_format | Article |
| series | International Journal of Assessment Tools in Education |
| spelling | doaj-art-b73bda5485ea469f9d4c0a50f39b51742025-08-20T02:48:12Zengizzet karaInternational Journal of Assessment Tools in Education2148-74562022-11-019Special Issue192710.21449/ijate.1127958618Classroom Assessment: The Psychological and Theoretical Foundations of the Formative AssessmentSeval Kula Kartal0https://orcid.org/0000-0002-3018-6972PAMUKKALE UNIVERSITYThe change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important change has taken place in terms of why and how teachers and students use classroom assessment. Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited. Thus, the current study aims at providing guiding information on why and how to implement classroom assessment to develop students’ learning, motivation, and self-assessment skills.https://dergipark.org.tr/tr/download/article-file/2474848formative assessmentclassroom assessmenteducational measurementbiçimlendirici durum belirlemesınıf içi ölçme ve durum belirlemeeğitsel ölçme |
| spellingShingle | Seval Kula Kartal Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment International Journal of Assessment Tools in Education formative assessment classroom assessment educational measurement biçimlendirici durum belirleme sınıf içi ölçme ve durum belirleme eğitsel ölçme |
| title | Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment |
| title_full | Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment |
| title_fullStr | Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment |
| title_full_unstemmed | Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment |
| title_short | Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment |
| title_sort | classroom assessment the psychological and theoretical foundations of the formative assessment |
| topic | formative assessment classroom assessment educational measurement biçimlendirici durum belirleme sınıf içi ölçme ve durum belirleme eğitsel ölçme |
| url | https://dergipark.org.tr/tr/download/article-file/2474848 |
| work_keys_str_mv | AT sevalkulakartal classroomassessmentthepsychologicalandtheoreticalfoundationsoftheformativeassessment |