It is generally accepted that if a course or curricular transformation is to be implemented with fidelity, the users must understand how and why the transformation is different from their current practices and which aspects of the transformation are essential to achieving comparable student learning outcomes. In this article, we provide a detailed…

This three-article dissertation examined the key aspects and outcomes of a Formative and Alternative Assessment Methodology (FAAM) implemented at a Colombian university during COVID-19. The first study explored, through in-depth interviews, participants' experiences with the FAAM, which included assessment principles, strategies, resources, and…

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers' implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers' formative assessment practices. This study focuses on the ongoing…

This study attempts to explore the links between research, policy and practice. Specifically, it investigated how teachers enact a national policy on the implementation of formative assessment practices and explored what affects their capacity and will to carry out educational reform. Using a case study approach, formative assessment-related…

This grounded theory study seeks to 1) understand what barriers North Carolina kindergarten teachers experience as they implement a new authentic formative assessment, the North Carolina Early Learning Inventory (NC ELI), and 2) identify factors that increase implementation fidelity with the new measure. Data were collected from 10 teachers, from…

Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we…

The Region 2 Comprehensive Center (R2CC) supported the Rhode Island Department of Education (RIDE) in developing new curriculum frameworks for mathematics, science, and English language arts (ELA). This partnership was formed because of 2019 legislation that mandated new statewide academic standards as well as new curriculum frameworks to inform…

Learning in the COVID-19 pandemic era tends to apply online learning both Synchronous and Asynchronous. Method of asynchronous learning such as using Edmodo, students meet with educators in online classes, where they discuss and do assignments and meet educators indirectly. Learning according to the IQF curriculum in tertiary institutions is…