Formative Asessement: Energizing Students’ Achievement Case Study of Master Students at Ibn Khaldoun University of Tiaret
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Master Degree |
Level |
Formative Asessement: Energizing Students’ Achievement Case Study of Master Students at Ibn Khaldoun University of Tiaret |
Title |
Didactics |
Specialty |
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Outline:
General Introduction Chapter One: Formative Assessment: Literature Review, Feedback Introduction Assessment Defined Definition of Formative Assessment An Operational Definition of Formative Assessment Brief History of Formative Assessment Formative assessment system Types of Assessments Features of Formative Assessment Research on Formative Assessment Feedback Significance of Formative Feedback in Assessment Self-and Peer-Assessment Peer-Assessment Self-assessment Conclusion Chapter Two: Strategies of Formative Assessment, Methodology and Research Design Introduction Principles Formative assessment works along with the perspectives of assessment “for” and” as” learning Formative assessment is Embedded with Instruction Helping the Students focus on the Learning Goal Diagnostic assessment on the target competency serves the function of formative assessment Formative Assessment Moves from Determining Discrete Skills to Integrated Skills Using Continuous and Multiple forms of Assessment Feedback Practices Should be along Side with the Assessment Results Working out with students to reach the learning goal Deciding toMove Instruction to the NextCompetency Strategies Analysis of Student Work Questioning Strategies Think-Pair-Share Exit/Admit Tickets One-Minute Papers Methodes Chomsky’s Dichotomy Canale and Swain’ s/ Canale’ s Model Bachman and Palmer’s Model Methodology Research Design Statement of hypotheses Research Population Conclusion Chapter Three: Data Analysis, Results and Discusion Introduction Analysis of the Students’ Questionnaire Students’ Background Information Limitations Gender Field of Study Academic Degrees Students’ perceptions Towards the Impact of Formative Assessment Discussion and Interpretation of Students’ Questionnaire Students’ Attitudes Towards Formative Assessment Analysis Research Question Two Conclusion General Conclusion
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