scholarly journals Large-Scale Educational Assessment against Classroom Assessment: Pedagogy and Measurement Paradigm in EFL Classroom

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Md. Jahangir Alam ◽  
Tahmina Aktar
Keyword(s):  
Large Scale ◽  
Classroom Assessment ◽  
Educational Assessment ◽  
Assessment Pedagogy

scholarly journals Uma análise sobre a Taxonomia SOLO: aplicações na avaliação educacional

2020 ◽  
Vol 30 (75) ◽  
pp. 722
Author(s):  
Solange Maria Mol ◽  
Daniel Abud Seabra Matos
Keyword(s):  
Cognitive Complexity ◽  
Large Scale ◽  
Classroom Assessment ◽  
Educational Assessment ◽  
Review Of The Literature ◽  
Solo Taxonomy ◽  
Large Scale Assessment ◽  
Palabras Clave ◽  
Methodological Tool ◽  
Development Evaluation

<p>Os objetivos desta pesquisa são apresentar a Taxonomia SOLO como instrumento metodológico na avaliação educacional e realizar uma revisão da literatura sobre o uso dessa na avaliação educacional no Brasil. A SOLO é uma taxonomia cognitiva composta por cinco níveis que crescem em complexidade: 1) pré-estrutural; 2) uniestrutural; 3) multiestrutural; 4) relacional; e 5) abstrato estendido. Esses níveis são subdivididos em duas categorias de aprendizagem: superficial e profunda. A SOLO apresenta muitas aplicações: avaliação de sala de aula, avaliação externa, formação de professores, elaboração de questões, entre outras. O número reduzido de pesquisas encontradas confirma o pouco uso dessa taxonomia no cenário brasileiro. Assim a contribuição do nosso trabalho é apresentar a SOLO e seus usos.</p><p><strong>Palavras-chave:</strong> Taxonomia SOLO, Desenvolvimento Cognitivo, Avaliação da Educação</p><p> </p><p><strong>Un análisis sobre la Taxonomía SOLO: aplicaciones en la evaluación educacional</strong></p><p>Los objetivos de este estudio son presentar la Taxonomía SOLO como un instrumento metodológico en la evaluación educacional y realizar una revisión de la literatura sobre su utilización en la evaluación educativa en Brasil. SOLO es una taxonomía cognitiva compuesta de cinco niveles cuya complejidad aumenta: 1) preestructural; 2) uniestructural; 3) multiestructural; 4) relacional; y 5) abstracto extendido. Tales niveles se subdividen en dos categorías de aprendizaje: superficial y profunda. SOLO presenta muchas aplicaciones: evaluación del aula, evaluación externa, formación de profesores, elaboración de preguntas, entre otras. El reducido número de investigaciones encontradas confirma el poco uso de dicha taxonomía en el escenario brasileño. Por ello, la contribución de nuestro trabajo es presentar SOLO y sus usos.</p><p><strong>Palabras clave:</strong> Taxonomía Solo, Desarrollo Cognitivo, Evaluación de la Educación</p><p> </p><p><strong>An analysis of SOLO Taxonomy: applications in educational evaluation</strong></p><p>This study aimed to present the SOLO Taxonomy as a methodological tool in educational assessment and to conduct a review of the literature about its use in educational assessment in Brazil. SOLO is a taxonomy comprised of five hierarchical levels of cognitive complexity:1) prestructural; 2) unistructural; 3) multistructural; 4) relational; and 5) extended abstract. These levels are divided into two categories of learning: surface and deep. The SOLO presents many applications: classroom assessment, large scale assessment, teacher training, item formulation, among others. The reduced number of studies confirms the little use of this taxonomy in Brazil. Thus, our study contribution is to present SOLO and its uses.</p><p><strong>Keywords:</strong> Solo Taxonomy, Cognitive Development, Evaluation of the Education</p>

scholarly journals Book Review: Classroom Assessment Techniques for Librarians

2015 ◽  
Vol 55 (2) ◽  
pp. 169
Author(s):  
Calantha Tillotson
Keyword(s):  
Classroom Assessment ◽  
Academic Library ◽  
Educational Assessment ◽  
Library Instruction ◽  
Assessment Program ◽  
Assessment Techniques

Melissa Bowles-Terry and Cassandra Kvenild present Classroom Assessment Techniques for Librarians as a toolbox for instruction librarians seeking to create an assessment program in their academic library. Beginning by providing a basic introduction to educational assessment theory, Bowles-Terry and Kvenild build a foundation of understanding with their fellow instruction librarians regarding what assessment means and why it should be used in any library instruction program.

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

Improving Educational Assessment: Multivariate Statistical Methods

2017 ◽  
Vol 5 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Li Cai ◽  
Mark Hansen
Keyword(s):  
Language Proficiency ◽  
Large Scale ◽  
English Language ◽  
Educational Assessment ◽  
English Language Proficiency ◽  
Assessment System ◽  
Current Debate ◽  
Multivariate Statistical ◽  
First Case ◽  
Proficiency Assessment

This review presents two case studies that illustrate how multivariate statistical modeling applies to the specific goal of improving educational assessment. The first case study involves the development of a new large-scale English language proficiency assessment system (called the English Language Proficiency Assessment for the 21st Century; ELPA21). The second application concerns efforts to quantify student progress in learning using conditional growth models, a topic of current debate about assessment policy. A popular measure, Student Growth Percentile (SGP), is explored through the lens of multivariate statistical analysis. It is concluded that collaboration between researchers and practice stakeholders can improve assessments that benefit student learning.

scholarly journals Resultados brasileiros no PISA e seus (des)usos

2017 ◽  
Vol 28 (68) ◽  
pp. 344 ◽  
Author(s):  
Maria de Lourdes Haywanon Santos Araújo ◽  
Robinson Moreira Tenório
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Educational Assessment ◽  
Educational Context ◽  
Structured Interviews ◽  
Fundamental Factor ◽  
International Student Assessment ◽  
Documentary Analysis ◽  
Palabras Clave

<p>O objetivo desta pesquisa consistiu em analisar como foram utilizados os resultados do Programa Internacional de Avaliação de Estudantes (PISA) no contexto educacional brasileiro. A revisão de literatura permitiu apontar a avaliação como um fator fundamental para a qualificação da educação, elaborar um panorama das pesquisas sobre o PISA no Brasil, além de propiciar discussões sobre a necessidade do uso dos resultados das avaliações em larga escala. A partir da análise documental e de entrevistas semiestruturadas, foi possível não apenas apresentar um estudo sobre o uso dos resultados do PISA no país, mas também estabelecer categorias de usos como o Uso Indevido ou Não Uso, apresentando as possibilidades e dificuldades dessa utilização e o papel dos gestores nesse processo.</p><p><strong>Palavras-chave:</strong> Pisa; Uso de Resultados; Avaliação Educacional; Políticas Públicas.</p><p> </p><p><strong><em>Resultados brasileños en el PISA y sus (des)usos</em></strong></p><p><em>El objetivo de este estudio consistió en analizar cómo se utilizaron los resultados del Programa Internacional de Evaluación de Estudiantes (PISA) en el marco educacional brasileño. La revisión de literatura permitió que la evaluación se considerase como un factor fundamental para la cualificación de la educación y se elaborase un panorama de las investigaciones sobre PISA en Brasil, además de propiciar discusiones sobre la necesidad del uso de los resultados de las evaluaciones en gran escala. A partir del análisis documental y de entrevistas semiestructuradas, se hizo posible no solo presentar un estudio sobre el uso de los resultados de PISA en el país, sino también establecer categorías de usos, como el Uso Indebido o No Uso, presentando las posibilidades y dificultades de dicha utilización y el papel de los gestores en este proceso.</em></p><p><em><strong>Palabras-clave:</strong> PISA; Uso de Resultados; Evaluación Educacional; Políticas Públicas.</em></p><p><em> </em></p><p><strong><em>Brazilian results in PISA and its (mis)uses</em></strong></p><p><em>The objective of this study was to analyze how the results of the Program for International Student Assessment (PISA) were used in the Brazilian educational context. The literature review showed that assessment is a fundamental factor for the qualification of education, for elaborating an overview of the PISA studies in Brazil, as well as for promoting discussions about the need to use the results of evaluations on a large scale. Based on the documentary analysis and semi-structured interviews, it was possible not only to present a study on the use of the PISA results in the country but also to establish categories of uses, such as Improper Usage or Lack of Usage, showing the possibilities and difficulties of such use and the administrators’ role in this process.</em></p><p><em><strong>Keywords:</strong> PISA; Use of Results; Educational Assessment; Public Policies.</em></p>

scholarly journals Learning progressions as models and tools for supporting classroom assessment

2021 ◽  
Author(s):  
Alice Alonzo
Keyword(s):  
Large Scale ◽  
Classroom Assessment ◽  
Student Thinking ◽  
Assessment Practices ◽  
Learning Progressions ◽  
Complex Phenomena ◽  
Teacher Classroom

Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.

scholarly journals Reframing Assessment Concepts

1996 ◽  
Vol 4 ◽  
pp. 17 ◽  
Author(s):  
Catherine S. Taylor ◽  
Susan Bobbitt Nolen
Keyword(s):  
Preservice Teachers ◽  
Individual Differences ◽  
Large Scale ◽  
Classroom Assessment ◽  
Validity And Reliability ◽  
Assessment Data ◽  
State Accountability

We question the utility of traditional conceptualizations of validity and reliability, developed in the context of large scale, external testing, and the psychology of individual differences, for the context of the classroom. We compare traditional views of validity and reliability to alternate frameworks that situate these constructs in teachers' work in classrooms. We describe how we used these frameworks to design an assessment course for preservice teachers, and present data that suggest students in the redesigned course not only saw the course as more valuable in their work as teachers, but developed deeper understandings of validity and reliability than did their counterparts in a traditional tests and measurement course. We close by discussing the implications of these data for the teaching of assessment, and for the use and interpretation of classroom assessment data for purposes of local and state accountability.

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