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Acta Pedagogia Asiana
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Keyword = Formative assessment
Journal = Acta Pedagogia Asiana
Found 2 items.
Open Access
Rubric as Assessment Tool for Lecturers and Students in Higher Education Institution
by Leah Mrangu

Acta Pedagogia Asia 187 views
Rubrics in higher education have been studied in a range of disciplines and for a variety of reasons, including improving student achievement, enriching instruction, and evaluating programs. Some authors indicate good responses to the use of rubrics by teachers, whereas others have noticed instructors' reluctance to adopt them. This review aims to provide an empirical study on the utilization of rubrics as assessment tools in higher education institutions. It examines specific peer-reviewed literature on the utilization of rubrics in higher education; the utilization of rubrics in instructional and program evaluations; and the reliability, validity, and utility of rubrics. However, one study did not find a correlation between the use of rubrics and improved academic performance. It has been demonstrated that rubrics can identify the need for course and program enhancements. According to research on the validity of rubrics, clarity and appropriateness of language are of paramount importance. Rubrics can lead to a somewhat consistent assessment of student performance, according to the bulk of research on rater dependability. Suggestions for future research include the use of more rigorous research methodologies; a higher emphasis on validity and reliability; a stronger emphasis on learning; and research on the implementation of rubrics in various educational settings. Full text


Open Access
Implementation of Formative Assessment in Engineering Education
by Eva Sanchez-Lopez, Joseph Kasongo, Andres Filipe Gonzalez-Sanchez, Ahmed Mostrady

Acta Pedagogia Asia 188 views
Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns. Full text


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