Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. Student-generated reading questions: diagnosing student thinking with diverse formative assessments.įormative assessment has long been identified as a critical element to teaching for conceptual development in science. However, learners' ability to benefit from syntactic… Recently researchers have suggested that syntactic priming may facilitate the production of "wh"- questions with obligatory auxiliary verbs, particularly when learners are prompted to produce those questions with a wide variety of lexical items (McDonough & Kim, 2009 McDonough & Mackey, 2008). Prompt-Type Frequency, Auditory Pattern Discrimination, and EFL Learners' Production of "WH"- Questions Two classes of eighth grade students (N = 64) from one middle school… This study adopted a quasi-experimental research design. The focus of this study was to investigate the effects of student- question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. The Effects of Student Question-Generation with Online Prompts on Learning
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