STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS

2019 ◽  
pp. 4-10
Author(s):  
Irini-Renika Popokammenou
Keyword(s):  
Student Perceptions ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Assessment Method ◽  
Assessment Methods ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Written Comments ◽  
Teachers And Students ◽  
Improve Instruction

One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

A Comparison of Disease Assessment Methods for Southern Stem Rot of Peanut

2002 ◽  
Vol 29 (1) ◽  
pp. 66-71 ◽  
Author(s):  
S. L. Rideout ◽  
T. B. Brenneman ◽  
K. L. Stevenson
Keyword(s):  
Alternative Assessment ◽  
Disease Incidence ◽  
Sclerotium Rolfsii ◽  
Correlation Coefficients ◽  
Assessment Method ◽  
Assessment Methods ◽  
Alternative Methods ◽  
Stem Rot ◽  
Disease Assessment ◽  
Time Required

Abstract Southern stem rot (caused by the soilborne fungus Sclerotium rolfsii Sacc.) of peanut (Arachis hypogaea L.) traditionally has been assessed based on the percentage of infected 30.5-cm row segments, commonly referred to as disease incidence. Several alternative disease assessment methods were evaluated in four fungicide trials during the growing season (aboveground ratings) and immediately after peanut inversion (belowground ratings). Pearson's correlation coefficients compared disease assessments and yields for all trials. Across all disease assessment methods, belowground assessments at inversion showed a stronger correlation with yield than in-season aboveground assessments. Several of the alternative assessment methods showed a stronger negative correlation with yield than did the traditional disease incidence rating. However, none of the alternative methods were consistently more precise across all assessment dates and trials. There was a significant positive correlation between many of the alternative methods and the traditional disease incidence method. Furthermore, none of the alternative methods was better than the traditional method for detecting differences among fungicide treatments when subjected to ANOVA and subsequent Waller-Duncan mean separation tests (k-ratio = 100). Based on comparisons of the time required to assess disease intensity, the traditional disease assessment method was found to be the most time efficient method of those tested in this study.

scholarly journals The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

2020 ◽  
Vol 12 (5) ◽  
pp. 210
Author(s):  
Mazin Mansory
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Alternative Assessment ◽  
Language Teaching ◽  
Peer Assessment ◽  
Dynamic Assessment ◽  
Assessment Methods ◽  
Self Assessment ◽  
Traditional Assessment ◽  
Static Assessment

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment.  In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes. 

scholarly journals Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

2014 ◽  
Vol 2 (1) ◽  
pp. 74
Author(s):  
Yurdagül Günal
Keyword(s):  
Physical Education ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Peer Assessment ◽  
Perceived Competence ◽  
Arithmetic Mean ◽  
Assessment Methods ◽  
Physical Education Teachers ◽  
Self Assessment ◽  
Group Assessment

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

scholarly journals Searching for better business models assessment methods

2016 ◽  
Vol 54 (10) ◽  
pp. 2433-2446 ◽  
Author(s):  
José M. Mateu ◽  
Isidre March-Chorda
Keyword(s):  
Business Model ◽  
Alternative Assessment ◽  
Business Models ◽  
Assessment Method ◽  
Assessment Methods ◽  
Experimental Methodology ◽  
Wealth Creation ◽  
Content Type ◽  
Ex Ante ◽  
New Business

Purpose The purpose of this paper is to provide a more useful business models assessment method than the traditional intuitive one. The paper also compares both methods, in order to display what does the intuitive assessment method really assess. Design/methodology/approach An experimental approach allows the authors to generate a set of business models, in order to assess them and to compare alternative assessment methods in a quantitative manner. Findings The work proposes a scale for ex ante business models assessment consisting on eight indicators. This provides an ex ante assessment that takes into consideration a wider range of factors than the traditional intuitive assessment. The comparison between both methods shows which factors are intuitively taken into account and which are not. Research limitations/implications The research contributes to expand the business model creation framework. Practical implications A more accurate assessment will show the most promising business models that will result in higher chances of success of new business ventures. Social implications As companies and entrepreneurs hardly have the possibility to implement more than one business model, to choose the best option becomes essential. This selection could mark the threshold between success and failure, and between wealth creation and destruction. Originality/value Little research has been conducted in a field that might be really fruitful, the field of business model ex ante assessment. The work faces the challenge using an experimental methodology that allows to broaden the range of situations to study.

scholarly journals A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Afsheen Rezai ◽  
Gudarz Alibakhshi ◽  
Sajjad Farokhipour ◽  
Mowla Miri
Keyword(s):  
Alternative Assessment ◽  
Language Assessment ◽  
Assessment Methods ◽  
Acceptable Level ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Traditional Assessment

AbstractThis study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.

scholarly journals The Impact of Assessment Type on Adolescent Learners’ Ability to Evaluate their Own Learning Process

Verbum ◽  
2011 ◽  
Vol 2 ◽  
pp. 84-90 ◽  
Author(s):  
Anna Czura
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Learner Autonomy ◽  
Assessment Method ◽  
Learning And Teaching ◽  
Methodological Triangulation ◽  
Comprehensive Picture ◽  
The Impact

Language learning and teaching are no longer aimed at developing learners’ linguistic skills only. Nowadays, in order to promote language learning as a life-long process, the growing impact in language classroom is placed on non-linguistic aspects, such as motivation or learner autonomy. The latter can be fostered in the classroom by means of alternative assessment methods, such as portfolio, project, observation, and peer-assessment. The research presented in the article aims to investigate whether and to what extent the applied assessment method affects one aspects of learner autonomy, namely the learners’ ability to evaluate their own learning process. The research is based on methodological triangulation comprising both quantitative and qualitative data elicitation tools. The applied methodology helped to obtain a comprehensive picture of the impact language assessment exerted on the dependent variable and analyse the results from a number of perspectives.

Self- and Peer-Assessments in the Iranian Context

2019 ◽  
pp. 270-282
Author(s):  
Abbas Ali Rezaee ◽  
Enayat A. Shabani
Keyword(s):  
Alternative Assessment ◽  
Teaching Effectiveness ◽  
Peer Assessment ◽  
Research Literature ◽  
Self Assessment ◽  
Student Autonomy ◽  
Positive Attitudes ◽  
The World ◽  
Teachers And Students ◽  
Iranian Context

Assessment is an integral part of any education. Traditionally, pen-and-paper examinations have been widely used all over the world, although new trends in assessing language ability have put more emphasis on learner autonomy and participation. Self-assessment and peer-assessment are two concepts that have been introduced in alternative assessment. However, teachers in the Iranian context may be reluctant to put these assessment types into practice because they are seen as authority handover. This systematic review examines the research literature on self- and peer-assessment in ELT settings in Iran. Results indicate that enacting these assessment types in the Iranian context is by no means authority handover, and that teachers and students generally have positive attitudes towards them. The review indicates that both self- and peer-assessments can enhance student autonomy in learning and assessment and increase teaching effectiveness. Implications for the Iranian classroom are discussed.

scholarly journals Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions

2016 ◽  
Vol 6 (6) ◽  
pp. 245
Author(s):  
Xiaoyu Huang ◽  
Xiao’ou Jia
Keyword(s):  
Student Perceptions ◽  
Corrective Feedback ◽  
Teachers Perceptions ◽  
English Class ◽  
Teachers And Students ◽  
Teacher And Student Perceptions ◽  
Similarities And Differences ◽  
To Receive ◽  
Senior Students ◽  
Junior Students

<p>The aim of this research was to find out similarities and differences between teacher and student perceptions of corrective feedback (CF) on pronunciation for students’ presentations in advanced English class through a group interview and a questionnaire survey. Both teachers and students agreed that CF is not only important but necessary since junior and senior students still have pronunciation problems and the best time to provide CF is soon after presentation. However, they differed in concern about students’ self-respect, the types of errors that should receive CF and preference for the types of CF. In particular, students’ eagerness to learn exceeded their concern about self-respect. Teachers turned to offer CF to repeated errors, while students would like to receive more than teachers could offer. Moreover, teachers regarded prompt as being more effective, whereas students preferred recast to prompt considering the latter to be more demanding though they held similar views about explicit correction. It is suggested that taking into consideration both teachers’ and students’ perceptions of CF would help improve senior and junior students’ pronunciation.</p>

scholarly journals EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam

2021 ◽  
Vol 11 (10) ◽  
pp. 1187-1196
Author(s):  
Thuy Ho Hoang Nguyen ◽  
Anh Thi Truong
Keyword(s):  
High Schools ◽  
Formative Assessment ◽  
Writing Assessment ◽  
Alternative Assessment ◽  
Summative Assessment ◽  
Assessment Methods ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Central Vietnam ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions of classroom writing assessment at high schools in Central Vietnam. The constructs of teachers’ perceptions under survey included the purposes and procedures employed in classroom writing assessment. Data was collected from an online questionnaire delivered to 60 EFL teachers from different high schools in Central Vietnam, followed by individual in-depth interviews with 10 participants selected from the surveyed teachers. Empirical data generally disclosed the teachers’ positive perceptions of the investigated aspects and highlighted both compromise and conflict in teachers’ perceptions. The study revealed that formative assessment purposes were associated with the essence of those in summative assessment. Specifically, while formative assessment purposes such as modifying and improving teaching and learning were perceived as important, the teachers also confirmed the necessity of summative assessment purposes of scoring students’ writings and ranking students as part of teachers’ responsibilities. The study also indicated the teachers’ preference for different procedures including setting and informing criteria to students, using diverse assessment methods, and giving diagnostic feedback on student writing. Nonetheless, while the teachers did not highly value writing tests and aimed for the use of various assessment methods, they seemed to have minimal knowledge of alternative assessment, which might adversely affect their intention of diversifying their writing assessment practice. The findings imply the dominance of testing culture and also shed light on the essential role of teacher professional development, particularly in assessment, for effective implementation of classroom writing assessment.

scholarly journals Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment

2021 ◽  
Vol 7 (3) ◽  
pp. 119-135
Author(s):  
Abderrahim Mamad ◽  
Tibor Vígh
Keyword(s):  
High School ◽  
High School Teachers ◽  
Alternative Assessment ◽  
Assessment Methods ◽  
Public High School ◽  
School Teachers ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Traditional Assessment ◽  
Support Students

This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as and for learning. (3) When comparing teachers’ perceptions with their self-reported practices, we found that teachers’ perceptions regarding traditional assessment matched their practices; while the majority of teachers admitted that they found alternative assessment important even though they did not often use it in order to support students to be able to reflect on their own learning or to enhance their performance in the learning process. Thus, these findings are significant for researchers, teachers, and educators to help them reconsider their perceptions of alternative assessment and how they should be enacted in practice with the aim of resolving the mismatches found in this study.

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