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Instructor Perspectives on the Use of Tag-Organised Assessment to Facilitate Formative Assessment Strategies in STEM Courses

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Title: Instructor Perspectives on the Use of Tag-Organised Assessment to Facilitate Formative Assessment Strategies in STEM Courses
Language: English
Authors: Castleberry, Colin, Hanner, Ainsley, Burks, Gabriel (ORCID 0000-0003-0985-0450), Amos, Jennifer (ORCID 0000-0002-9437-8201)
Source: European Journal of Engineering Education. 2023 48(4):629-652.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1623141
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Formative Evaluation, Computer Assisted Testing, Evaluation Methods, STEM Education, Learning Management Systems, Teaching Methods, Electronic Learning, Usability, Visualization, College Faculty, Student Evaluation, Metadata
DOI: 10.1080/03043797.2023.2173559
ISSN: 0304-3797
1469-5898
Abstract: As classroom diversity increases across educational domains, additional stress is placed on instructors to provide effective and personalised learning experiences. Formative assessments can inform instructors of learning differences between student cohorts and individual students, allowing adaptation of learning experiences to individual student needs. This work is motivated by the need for faculty to implement formative assessment strategies, such that instructors can adapt the classroom-assessment environment by identifying learning goals, categorising or tagging assessment questions by learning goal categories, and organising the assessment data by tag. This paper summarises how tag-organised assessment (TOA) may be implemented and visualised to facilitate formative assessment strategies. We validated our TOA approach by interviewing instructors on needs in classroom-assessment environments and the usefulness of TOA visualisations to address assessment needs. Instructors perceived TOA visualisations as beneficial for synchronising learning goals with assessment coverage, improving student feedback, and communicating learning goals and success criteria to students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1390161
Database: ERIC
FullText Text:
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  Data: Instructor Perspectives on the Use of Tag-Organised Assessment to Facilitate Formative Assessment Strategies in STEM Courses
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  Data: <searchLink fieldCode="AR" term="%22Castleberry%2C+Colin%22">Castleberry, Colin</searchLink><br /><searchLink fieldCode="AR" term="%22Hanner%2C+Ainsley%22">Hanner, Ainsley</searchLink><br /><searchLink fieldCode="AR" term="%22Burks%2C+Gabriel%22">Burks, Gabriel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0985-0450">0000-0003-0985-0450</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amos%2C+Jennifer%22">Amos, Jennifer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9437-8201">0000-0002-9437-8201</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2023 48(4):629-652.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Metadata%22">Metadata</searchLink>
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  Data: 10.1080/03043797.2023.2173559
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  Data: 0304-3797<br />1469-5898
– Name: Abstract
  Label: Abstract
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  Data: As classroom diversity increases across educational domains, additional stress is placed on instructors to provide effective and personalised learning experiences. Formative assessments can inform instructors of learning differences between student cohorts and individual students, allowing adaptation of learning experiences to individual student needs. This work is motivated by the need for faculty to implement formative assessment strategies, such that instructors can adapt the classroom-assessment environment by identifying learning goals, categorising or tagging assessment questions by learning goal categories, and organising the assessment data by tag. This paper summarises how tag-organised assessment (TOA) may be implemented and visualised to facilitate formative assessment strategies. We validated our TOA approach by interviewing instructors on needs in classroom-assessment environments and the usefulness of TOA visualisations to address assessment needs. Instructors perceived TOA visualisations as beneficial for synchronising learning goals with assessment coverage, improving student feedback, and communicating learning goals and success criteria to students.
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  Data: EJ1390161
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