scholarly journals Investigating the Potentials of Classroom Assessment: A Critical Discussion

2019 ◽  
Vol 8 (5C) ◽  
pp. 1172-1179
Keyword(s):  
Formative Assessment ◽  
Alternative Assessment ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Relevant Literature ◽  
Reliability And Validity ◽  
Critical Discussion ◽  
Assessment Literacy ◽  
Assessment Feedback ◽  
Feedback Reliability

Despite gaining currency in the contemporary assessment literature, the depth of the various dimensions of classroom assessment is yet to be explored. This systematic review aims to survey what the current literature reports on the evidence of success of classroom assessment in transforming students towards learning, and it also puts forth a number of implications. The review methodology we adopted includes inclusion/exclusion criteria, identification of the relevant literature, screening articles for the final selection and finally judgment used for the quality of the articles. The search for literature started by the keywords, such as, assessment, summative assessment, formative assessment, formative classroom assessment, and assessment literacy. The search engine and databases we used for the research articles entail Google Scholar, Web of Science, Scopus, JSTOR and ERIC. Considering the reality of the development of knowledge in continuum, we extended the period for literature search from 1989 to 2019 (thirty years). The major themes that surfaced incorporate formative assessment, self- and peer assessment, feedback, reliability and validity, alternative assessment, and assessment literacy. We then critically analyzed the themes and suggested implications

Developing Assessment Literacy Through Assessing Classroom Tests

2019 ◽  
pp. 16-41
Author(s):  
Eddy White
Keyword(s):  
Formative Assessment ◽  
Review Process ◽  
Classroom Assessment ◽  
Language Teaching ◽  
Assessment Literacy ◽  
Teaching Literature ◽  
American University ◽  
Test Review ◽  
Tools And Methods

While the importance and lack of assessment literacy (AL) has been widely reported in the education and language teaching literature, tools and methods to help teachers actually develop competence in classroom assessment are much more limited. This chapter seeks to help fill that gap and provide tools and procedures for developing AL through teachers formatively assessing classroom tests developed (or adapted) by their peers. This chapter reports on a test review process developed by the author (and Assessment Coordinator) in an English center at an American university. It details a process started in 2012 and currently in use to review teacher-made tests in various programs. Importantly, the instruments and procedures themselves, as well as samples of their use, are provided and shared for possible use in developing AL in other contexts and programs. This report is unique in detailing a process of actually using formative assessment, by and for teachers, to help develop teacher's assessment competence.

scholarly journals Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

2021 ◽  
Vol 6 ◽  
Author(s):  
Heather Braund ◽  
Christopher DeLuca ◽  
Ernesto Panadero ◽  
Liying Cheng
Keyword(s):  
Formative Assessment ◽  
Phenomenological Study ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Thinking ◽  
Assessment Practices ◽  
Student Agency ◽  
Structured Interviews ◽  
The Relationship

Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may facilitate co-regulation, however, much of the literature has focused on older student populations. This phenomenological study explored the relationship between formative assessment and co-regulation in eight Kindergarten classrooms. Eight Kindergarten teachers and four Early Childhood Educators (ECE) completed semi-structured interviews in 2019 during two time periods with each participant completing two interviews. To supplement the interviews, 56 h of classroom observations were completed in each classroom, totaling 448 h of observations across eight classrooms. Interviews were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Four themes emerged: 1) Authentic assessment and self-regulation practices, 2) Feedback as foundational, 3) Formative assessment and co-regulation have shared purposes, and 4) Connections between classroom assessment and co-regulation. Participants described their classroom assessment and self-regulation practices as authentic and natural for students while also providing examples of their interactions with students as a form of co-regulation. Feedback was articulated as foundational to both classroom assessment and co-regulation. Participants illustrated examples of feedback from peers (including through modified peer-assessment). Shared purposes between formative assessment and co-regulation placed students at the centre of the learning process, encouraging agentic behaviours, and scaffolding student thinking. The final theme underlined the need to broaden conceptualizations of assessment in Kindergarten. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship between formative assessment and co-regulation.

scholarly journals PERCEPTIONS OF TEACHER EDUCATORS AND PROSPECTIVE TEACHERS ON THE ASSESSMENT LITERACY AND PRACTICES

2021 ◽  
Vol 37 (01) ◽  
pp. 71-83
Author(s):  
Sajjad Hussain ◽  
Muhammad Idris ◽  
Zarina Akhtar
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Alternative Assessment ◽  
Teacher Educators ◽  
Classroom Assessment ◽  
Real Life ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Mixed Method Research ◽  
Design Data

This study explores the teacher educators' and prospective teachers’ perceptions regarding classroom assessment literacy and practices. It specifically aims to respond to questions: ‘what teacher educators and student teachers perceive with regard to classroom assessment, purposes, approaches, literacy and practices? How many perceptual differences exist between teacher educators and student teachers on classroom assessment practices? Through sequential triangulation, mixed-method research design data were collected over interview protocols and a Likert design questionnaire. Further, qualitative data were analyzed through a thematic approach while quantitative data were analyzed through mean scores and t-test. The results indicated significant differences in the understanding of classroom assessment practices of teacher educators and student teachers. Furthermore, student teachers feel tense due to prevalent assessment mechanisms. The results also revealed that prevalent assessment approaches fall short of developing requisite skills among student teachers. Thus, alternative assessment practices with more students centered and real-life approaches were recommended for prospective teachers in classroom situations.

scholarly journals FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 114-117
Author(s):  
Iryna Perishko
Keyword(s):  
Formative Assessment ◽  
Language Proficiency ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Language Assessment ◽  
Self Assessment ◽  
English Classes ◽  
Development Assessment

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

scholarly journals A Review of Job Role Localization in the Oil and Gas Industry

Energies ◽  
2018 ◽  
Vol 11 (10) ◽  
pp. 2779 ◽  
Author(s):  
Jack Pegram ◽  
Gioia Falcone ◽  
Athanasios Kolios
Keyword(s):  
Oil And Gas ◽  
Relevant Literature ◽  
Oil And Gas Industry ◽  
Critical Discussion ◽  
Future Application ◽  
Gas Industry ◽  
Local Content ◽  
Job Role ◽  
Key Terms

Job role localization is a strategic local content solution used by countries bearing natural resource stocks to maximize the long-term benefits of exploring and producing them. Currently, there is significant variation in how countries and organizations plan and implement local content and job role localization strategies; hence, this paper aims to gather, classify, and discuss relevant literature with a view to identify best practices for future application. After a multi-dimensional discussion of key terms relevant to the topic, the drivers and theoretical underpinnings of local content are examined, followed by an assessment of job role localization literature qualifying enablers and barriers to localization. A critical discussion on the means of evaluating local content policies summarizes the findings of this critical review.

scholarly journals The use of technology in a model of formative assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Alfonsa García López ◽  
Francisco García Mazarío
Keyword(s):  
Formative Assessment ◽  
Learning Community ◽  
Engineering Students ◽  
Peer Assessment ◽  
Assessment Model ◽  
Mathematical Software ◽  
Online Learning Community ◽  
Use Of Technology ◽  
Student Projects ◽  
Academic Year

This work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses. 

scholarly journals The Issue of Alternative Assessment on Students' Achievement from the Viewpoints of Teachers’ at Elementary Schools in Gaza

2019 ◽  
Vol 8 (2S3) ◽  
pp. 414-418
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Alternative Assessment ◽  
Gaza Strip ◽  
Reliability And Validity ◽  
Study Population ◽  
The Gaza Strip ◽  
Level Of Significance ◽  
High Level ◽  
High Degree

This study aimed at identifying the effect of alternative assessment on academic achievement, from the viewpoint of teachers in elementary schools in Gaza. To achieve the study objectives, a questionnaire developed consisting of 21 items then reliability and validity were calculated, the study population consisted of 120 teachers. The study sample consisted of 92 teachers, selected in a stratified random method, where the total of 87 valid statistical analyzes retrieved by 94.56%. The results of the study showed: The perceptions of the members of the study sample to the alternative assessment came to a high degree, the academic achievement from teachers in the basic schools in the Gaza Strip came at the macro level at a high level, and there is a statistically significant effect at the level of significance (α<=0.05) of alternative assessment on academic achievement. In light of the results, a set of recommendations were proposed, including The Directorate of Education in the Gaza Strip should be concerned with the adoption of alternative assessment methods in its affiliated schools, because of the importance of alternative assessment in improving the level of academic achievement of students

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