The impact of formative walk-throughs in advancing formative assessment and improving student performance
| [Abstract] | |
| Type | Article |
| Author | Al Khatib, Soulafa Ahmad. PhD, Faculty of Education, The British University in Dubai, UAE |
| Pages | pp. 117-145 |
| Host Item Entry |
Journal for Researching Education Practice and Theory. Vol. 3, no. 1, 2020
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| Electronic Location |
Full text (PDF)
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| Descriptors | Educational planning - Formative evaluation - Skill development - Performance - Students |
| Language of document | English |
| Country | United Arab Emirates |
What students do in a classroom, their knowledge of why they are doing it and how to do it have a great impact on their performance. Understanding formative assessment and its appropriate application in class will lead to a whole school culture change focused on learning. This study explains the impact of formative walk-throughs in advancing formative assessment and improving students’ performance. This explanatory case study seeks to establish the causal relationship between formative walk-throughs and application of formative assessment which would in turn lead to better students’ achievement in a private school in Dubai, UAE. The results indicated the impact of formative walk-throughs on better application of formative assessment and the role of formative assessment in improving students’ performance and creating motivated self-regulated learners. (Published abstract)
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| Al Khatib, Soulafa Ahmad. (2020). The impact of formative walk-throughs in advancing formative assessment and improving student performance . Journal for Researching Education Practice and Theory. Vol. 3, no. 1, 2020. pp. 117-145 Retrieved from search.shamaa.org |