The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.

Ratings of clinical clerkship feedback by allied health faculty and students. The purpose of this survey study was to investigate allied health faculty members' and students' ratings of the clinical educational feedback process. Faculty members and students from seven allied health programs at the University of Nebraska Medical Center, who were currently involved with clinical education, were asked to indicate their feelings on a seven-point scale for each of 22 feedback characteristics. An ANOVA and a Scheffe's test for post hoc analysis were used for data analyses. The results indicated that while both faculty members and students perceived eight feedback characteristics as equally important, they differed significantly (p less than .01) in their ratings of actual feedback provided in the characteristics of specific, timely, encouraging, and recommending improvement. Other significant faculty/student discrepancies were found in the area of student reception of feedback provided. The results are useful to guide and direct improvements in the clinical education of allied health students. Published in Journal of allied health (1988)

to whether educational video games improve academic achievement and classroom performance. Although individuals may develop game-specific abilities; these An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product (and could therefore also comprise more serious titles sometimes described under children's learning software). In the narrower sense used here, the term describes educational software which is pr Video games helped students to identify and attempt to correct their deficiencies. The adaptability of video games, and the control that players have over them, motivate and stimulate learning. In cases where students have difficulty concentrating, video games can be highly useful. Promote critical awareness of discourse communities. The instant feedback given by video games help arouse curiosity and in turn allows for greater chances of learning. Video games teach cooperation. One common argument for the use of video games in education is that they enable learning from the simulation while having no danger associated with mistakes. For instance, the Air Force uses piloting simulations in order to teach their pilots how to fly the airplanes. These simulations are meant to prepare the training pilot for real-world flight conditions while at the same time preventing any damage or loss of life in the process. A pilot could crash in the simulation, learn from their mistake and then reset and try again. This process leads to distinct levels of mastery over the simulation and in turn the plane they will also be flying in the future. The military also utilizes games such as the ARMA and Socom franchises in their training. Games like these immerse the gamer into the realm of the game and will…

activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feed Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.