Title: Using Action Research to Enhance Formative Assessment in Statistics
Stream: Assessment Theories & Methodologies
Presentation Type: Oral Presentation
Authors:
Celina Sarmiento, Philippine Normal University, Philippines
Maricar Prudente, De La Salle University, Philippines
Abstract:
Statistics, a required course in most higher education programs, enhances students skills in collecting, presenting, analyzing, and interpreting quantitative data – a vital skill needed in various fields in the industry. Providing consistent and frequent formative assessment in this course is important as it promotes student learning, supplement teaching, and identify areas for improvement. Formative assessment helps correct misconceptions, narrow gaps in student knowledge, while providing students with effective developmental feedback. In fact, this assessment may address learning gaps amplified by the pandemic by prompting teachers to provide timely remediation. However, while it a common notion that formative assessment is not contained to the four corners of the classroom, the school restrictions brought by the pandemic altered and compromised the way formative assessment is done in Statistics classes. Sadly, performing quality formative assessment became a challenge in this pandemic era. Consequently, this action research paper describes the process of enhancing formative assessment in an online higher education Statistics class that could serve as an insight for delivering assessment effectively in a flexible learning environment. This study addresses the following objectives: (1) use the features of a learning management system to enhance formative assessment in Statistics; and (2) implement the enhanced formative assessment and provide insights for utilization during the COVID-19 pandemic. The findings of this endeavor can help education stakeholders design better formative assessment activities and promote more efficient and quality assessment practices.
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