scholarly journals Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

2021 ◽  
Vol 11 (3) ◽  
pp. 100
Author(s):  
Marja Van den Heuvel-Panhuizen ◽  
Ali Akbar Sangari ◽  
Michiel Veldhuis
Keyword(s):  
Student Assessment ◽  
Report Cards ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Assessment Reform ◽  
Descriptive Assessment ◽  
Primary School Mathematics ◽  
Final Exams ◽  
Improving Student Learning ◽  
Curriculum Reforms

In many countries, assessment and curriculum reforms came into being in recent decades. In Iran, an important educational assessment reform took place called Descriptive Assessment (DA). In this reform, the focus of student assessment was moved from a more summative approach of providing grades and deciding about promotion to the next grade to a more formative approach of providing descriptive feedback aimed at improving student learning. In this study, we evaluated how seven fourth-grade mathematics teachers used the principles of DA. Data were collected by a questionnaire on assessment practices and beliefs, lesson observations, and interviews. Although the teachers varied in how they assess their students, in general their assessment practice is by and large in line with the DA guidelines. Nevertheless, in some respects we found differences. When assessing their students, the teachers essentially do not check the students’ strategies and when preparing the report cards, they still use final exams because they do not sufficiently trust the assessments methods suggested by DA. The guideline to use assessment results for adapting instruction is also not genuinely put into action. The article is concluded by discussing dilemmas the teachers may encounter when implementing DA.

scholarly journals MYTHS AND REALITES OF STUDENT ASSESSMENT IN HIGHER EDUCATION OF ARMENIA

2021 ◽  
pp. 200-210
Author(s):  
Gohar Muradyan
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Assessment ◽  
Higher Learning ◽  
Assessment Practices ◽  
Process Assessment ◽  
Assessment Practice ◽  
Critical Question ◽  
Academic Environments ◽  
Teaching Learning

Student assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching, learning process. This article challenges several myths about student assessment: that we know what we're grading, that we know what the results mean, that we can agree in practice on various criteria, which is possible to establish and apply unanimously. Despite these seeming difficulties, this article argues for the validity of assessments developed within particular academic environments in the higher learning institutes of Armenia. Do contemporary assessment practices perform these function: it is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.

scholarly journals IS ESP STANDARDIZED ASSESSMENT FEASIBLE?

2019 ◽  
pp. 525
Author(s):  
Jolita Sliogeriene
Keyword(s):  
Foreign Language ◽  
Best Practice ◽  
Student Assessment ◽  
Standardized Assessment ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Policy And Practice ◽  
Case Study Analysis ◽  
Current Assessment

This paper provides an overview of assessment practice as it relates to English for Specific Purposes (ESP), and which is used in a variety of higher education settings. The notion of benchmarking in ESP standardized assessment is discussed, and assessment standards leading to quality assurance are described. The challenge for educators is to agree on a common assessment framework in view of the ongoing debate on ESP benchmarking and unified assessment criteria (nationally or internationally), which is also compared to CEFR. The author uses case study analysis to focus on student assessment policy and practice in Alberta, Canada, as well as other selected countries. It is significant that, today, a number of ESP assessment models are based only partially on the main foreign language assessment principles. Accordingly, this paper provides an overview of such principles, their descriptors and best practice in ESP assessment. The main aim of the research is therefore to understand current assessment practices as well as to develop a standardized benchmarking for ESP teachers. The paper proposes a model of ESP standardized assessment based on the studied reference, ESP practices used in different countries, as well as standards of assessment in general.

scholarly journals Exploring EFL Writing Assessment in an Egyptian University Context: Teachers and Students’ Perspectives

2018 ◽  
Vol 9 (6) ◽  
pp. 1229
Author(s):  
Abdelhamid Ahmed ◽  
Salah Troudi
Keyword(s):  
Social Constructivism ◽  
Writing Assessment ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Scoring Method ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Class ◽  
Teachers And Students ◽  
Final Exams

The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided.

scholarly journals Evaluation of student assessment practices in a medical college

2017 ◽  
Vol 5 (11) ◽  
pp. 5048
Author(s):  
Omer A. Elfaki ◽  
Abdulaziz A. Alamri
Keyword(s):  
Medical Education ◽  
Assessment Tool ◽  
Student Assessment ◽  
Assessment System ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Multiple Methods ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Current Assessment

Background: The importance of students’ assessment and its role in driving students learning are well recognized. Guidelines for good assessment practice have been developed. The GMC issued important recommendations related to assessment of students’ performance to be followed by medical schools in UK. The Liaison Committee on Medical Education (LCME) developed standards emphasizing the importance of documenting students’ performance. The utility concept of an assessment tool had been proposed by Van der Vleuten stating a number of weighted criteria. Assessment of clinical competence was proposed to be well covered by the model of Miller. No single method of assessment can be recommended to be appropriate for all assessment purposes and all domains of competence. Therefore, multiple methods of assessment are required.Methods: There are 35 courses included in the MBBS program in the college of medicine, KKU. these are taught over five years in addition to a preparatory year and the internship year. the curriculum can still be described as discipline based. a survey was planned to study the current assessment situation. this is a cross-sectional descriptive study. the data collection methods used were survey and study of the documents of the courses. an online questionnaire was developed. the responses were analyzed using descriptive statistics to determine frequencies, averages and percentages. the study was conducted during the period January-May 2014.Results: Twenty course coordinators responded to the survey (57%). Eleven of the courses covered were basic and nine were clinical. Multiple tests as well as multiple methods of continuous assessment were used in the courses studied. Some of the methods used for summative assessment are no longer recommended in current assessment practices in medical education. Real OSCE was used only in one clinical course. Standard setting methods were not used and a fixed pass mark was used instead.Conclusions: Important shortcomings in student assessment system in many of the courses studied were identified. Less educationally desirable assessment methods and practices are still used in some courses such as unattended single long case examination. More attention should be given to technical aspects of assessment.

scholarly journals Improving Student Learning Result Using Slide Media And Animated Media In Class X Geography Material SMA Negeri 2 Bantaeng

2019 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Kiky Angreny ◽  
Hasriyanti Edy ◽  
Sulaiman Zhiddiq
Keyword(s):  
Learning Outcomes ◽  
Sampling Technique ◽  
Analysis Data ◽  
Report Cards ◽  
Average Value ◽  
Animated Films ◽  
Improving Student Learning ◽  
Power Point ◽  
Media Power ◽  
Experimental Group

This study aims: To determine differences in learning outcomes of students of class X by using media power point To determine the differences in the results of class X student using animation media. This type of research used in this research that the type of research experiments. The subjects of this study consisted of an experiment I, using media power point and experimental group II were using media animation using animasi.Populasi media in this study were all students of class X SMA Negeri 2 Bantaeng. Sampling with purposive sampling technique, so the sample is X.is.1 class and X.is.2 SMAN 2 Bantaengdengan consideration the average value of report cards are not much different for subjects geografi.Instrumen research use tests and assignments, while analysis Data processed by using the t test. The results showed that : Results of study on X.is.1 class based on learning outcomes obtained 28.40 .While X.is.2 33,80. tcount>ttable)(t=5,22and table = 7.42)Dari these data it can be concluded that the use of media is more animated films increased compared to the use of media slides ( power point ).

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

scholarly journals Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment: A Narrative Inquiry

2021 ◽  
Vol 10 (4) ◽  
pp. 42
Author(s):  
Haris Sugianto
Keyword(s):  
Blended Learning ◽  
Narrative Inquiry ◽  
Lived Experiences ◽  
Alternative Assessment ◽  
Portfolio Assessment ◽  
Learning Activities ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Past Experiences ◽  
Shed Light

Although a large number of studies have put a focus on the enactment of blended learning in English as a foreign language (EFL) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. To fill such a gap, this paper reports on a narrative inquiry of an EFL teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. The finding of the study shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. Albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor Internet connection. Based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, portfolio assessment can be an option. This suggestion is anchored by the fact that the assessment practice was not technically supported during the blended learning activities.

scholarly journals Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

2021 ◽  
Vol 6 ◽  
Author(s):  
Gunilla Näsström ◽  
Catarina Andersson ◽  
Carina Granberg ◽  
Torulf Palm ◽  
Björn Palmberg
Keyword(s):  
Decision Making ◽  
Formative Assessment ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Learning Activities ◽  
Behavioral Engagement ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Assessment Practice ◽  
Knowledge And Skills

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

Ten Key Qualities of Asessment Online

2005 ◽  
pp. 86-101 ◽  
Author(s):  
Chris Morgan ◽  
Meg O’Reilly
Keyword(s):  
Continuous Improvement ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Quality Enhancement ◽  
Online Assessment ◽  
Assessment Practices ◽  
Pedagogical Approach ◽  
Learning Contexts ◽  
Online Educators

Student assessment belongs in the centre of our teaching and learning considerations—it is the engine that drives and shapes student learning. In online contexts, it is argued that although teaching and learning has been dramatically reconceptualised, assessment practices are lagging, and more likely to imitate conventional practices such as end of term exams that encourage rote learning and the dissemination of fixed content. The authors argue that it is essential for online educators to bring the same innovation to their assessment practices that they have to their other online teaching practices. Ten key qualities of good online assessment are offered for consideration and discussion, namely: 1. A clear rationale and consistent pedagogical approach 2. Explicit values, aims, criteria, and standards 3. Relevant authentic and holistic tasks 4. Awareness of students’ learning contexts and perceptions 5. Sufficient and timely formative feedback 6. A facilitative degree of structure 7. Appropriate volume of assessment 8. Valid and reliable 9. Certifiable as students’ own work 10. Subject to continuous improvement via evaluation and quality enhancement

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