Developing a Model for the Teaching and Learning of Fluid Mechanics at an Open Distance University
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The study explores the developing of a model for the teaching and learning fluid mechanics at open distance university. Most of the students are employed. The model emphases blended learning, flexible learning and student-cantered learning. Fluid mechanics it a module offered at first level of mechanical engineering, which consists of two formative assessment, one submissive assessment and laboratory assignment. This study employed an activity theory as a framework. The quantitative approach was used to collect data. Data consists of student’s assignments (theory and practical) final examination scores. The results indicated average pass rates during 2015 and 2017. However, the pass rates during 2016 was good. It is recommended that cognitive analysis of the student responses could improve the performance rate, quality and enhancement to teaching and learning.FORMATIVE EVALUATION AS A MEANS OF IMPROVING THE QUALITY OF KNOWLEDGE OF STUDENTS IN PRIMARY CLASSES
At the elementary school of Kyrgyzstan, new types of assessment of learning outcomes are actively being introduced. Stormy discussion causes problems with the use of formative assessment in the classroom. Methodists note the positive role of various formative assessment strategies. In the article, the author proposes strategies for formative assessment in elementary school lessons. Tips for teachers to successfully apply strategies are offered. It is shown that the proposed strategies allow the elementary school teacher to achieve good results in teaching subjects. At the end of the article, the author gives recommendations for the successful application of formative assessment strategies that can contribute to ensuring the quality of education in primary school.
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Formative assessment provides feedbacks to teachers and students throughout the course of study about student work and understandings. The Information gleaned from the assessment is used to adapt teaching and learning to meet student needs and enhance student achievement. Successful formative assessments produce significant learning gains and help students become effective autonomous learners.
Its current trend of development as well as its problems and shortcomings render college English teaching and testing particularly likely to gain from strengthening formative assessment. This paper, on the basis of a literature review of the concept, values and forms of formative assessment, tentatively discussed what inspiration college English teaching and testing may draw from formative assessment.
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Formative assessment provides feedbacks to teachers and students throughout the course of study,which can be used to adapt teaching and learning to the students' needs and achievement enhancement.This paper first makes a literature review of formative assessment about its concept and value.Then applications of formative assessment,too,the problem that must be noticed are discussed.Conclusions suggest that in College English Teaching in Network Environment,successful formative assessment can produce significant learning gains,remedy the limitation of current teaching and testing,and help students become effective autonomous learners.
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1. Introduction 2. Student Learning Environment 3. Principles of Formative Assessment and Feedback 4. Using Formative Assessment and Formative Feedback in Learning and Teaching 5. Formative Feedback and Reflective Learning 6. Types of Formative Assessment and Feedback 7. Making Use of ICTs for Formative Feedback 8. Benefits of Formative Feedback for Academic Staff 9. Conclusions
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Abstract This paper seeks to unpack some dimensions of formative assessment not yet fully articulated in the existing literature. It introduces the term, pre‐emptive formative assessment to denote teacher actions which attempt to clarify student understandings before misconceptions have resulted in ineffective learning outcomes and/or loss of marks in assignments or examinations. It is suggested that this dimension is common in practice but its principles and practice have not yet been conceptualized. The rationale for pre‐emptive formative assessment stems from key issues in the provision of useful feedback, namely timeliness and the opportunity for students to act. An example of pre‐emptive formative assessment is described and issues in its implementation discussed. Limitations of pre‐emptive formative assessment are examined. The paper concludes by arguing that pre‐emptive formative assessment is worthy of wider attention, and outlines some directions of further exploration and ongoing data collection.
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Formative assessment provides feedbacks to teachers and students throughout the course of study,which can be used to adapt teaching and learning to the students needs and achievement enhancement.This paper first makes a literature review of formative assessment about its concept and value.Then strategies of formative assessment are discussed.Conclusions suggest that in College English Teaching,successful formative assessments produce significant learning gains and help students become effective autonomous learners.
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Formative assessment is practiced in many universities,and some researchers study it from different perspectives,such as its effectiveness and its procedure.However,the enforcement of formative assessment gives rise to some problems which depart from the essence of formative assessment.The paper draws upon the theoretical sources of formative assessment and attempts to find out the principles of the assessment in the hope that it would benefit English teaching and learning.
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ormative evaluation has always been one of the hot topics of scholars' research. This paper mainly provides a brief overview of formative evaluation, principles of formative evaluation, different feedback strategies in formative evaluation, and interaction between students and teachers in formative evaluation.
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