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 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

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 Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals Teachers’ Understanding of Formative Assessment

2018 ◽  
Vol 12 (1) ◽  
pp. 45
Author(s):  
Mohammad Arsyad Arrafii ◽  
Baiq Sumarni
Keyword(s):  
Formative Assessment ◽  
Factor Loading ◽  
English Teachers ◽  
Teacher Assessment ◽  
School Level ◽  
Hierarchical Regression ◽  
Assessment Literacy ◽  
Public And Private ◽  
Four Dimensions ◽  
Procedural Approach

The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level. To achieve the intended purposes, a self-designed instrument named Teacher Formative Assessment Literacy Questionnaire (TFALTQ) was emploted. Cronbach alpha measured the internal consistency of items that measuring the latent constructs were adequately accepted (α= 0,67), and exploratory the factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic of 0,72. The questionnaire was distributed to all English teachers who taught in the secondary high school in central Lombok. There were 243 teachers from public and private high schools were participated in the study. The participants came from both public school and religious school, regardless of their school types and level. Using the case of 243 English teachers, the analysis reveals that the teachers’ understanding of formative assessment is inadequate and that four dimensions of teachers’ formative assessment literacy and understanding are revealed. These include an assessment to serve the accountability purpose, examination/test driven learning, the procedural approach to learning and assessment, and the receptive role of students. The multiple hierarchical regression analysis is performed to identify athe factors that are influencing the teachers’ formative assessment literacy. The analysis suggests that the teachers have a poor understanding of formative assessment, insufficient training in assessment and gender is a strong predictors of teachers understanding of formative assessment.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

Assessment Literacy of Pre-Service Teachers and the NCBTS Domain

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Jovelyn G. Delosa ◽  
Kathleen M. Morales
Keyword(s):  
Rasch Model ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Descriptive Analysis ◽  
The Philippines ◽  
Assessment Tools ◽  
Assessment Literacy ◽  
Education Assessment ◽  
Unethical Practices ◽  
Competency Based

Assessment Literacy is a requisite skill pre-service teachers need to develop to ensure the quality of teaching and learning. Teacher Education Institutions (TEIs) are the best venue where this skill is developed. This study seeks to find out the classroom assessment literacy of pre-service teachers of Xavier University utilizing the Classroom Assessment Literacy (CALI) Tool of Dr. Craig Mertler. This tool was revalidated using the Rasch Model and items were revised in the Philippine context. Standards for each item in CALI were matched with the Strands of Domain 5 (Planning, Assessing & Reporting) of the National Competency-Based Teacher Standards (NCBTS) of the Philippines. Fifty-nine pre-service teachers participated in the study. The descriptive analysis included frequencies and percentages. Results show highest performance on choosing appropriate assessment tools with 81.36% while least in developing valid grading procedures with 8.47%. Furthermore, five out of seven assessment standards in CALI were well represented in the NCBTS. However, the standards for developing valid grading procedures and recognizing unethical practices were least addressed. The need to re-examine how assessment concepts were taught to pre-service teachers emerged. This study provided an avenue to suggest to the NCBTS Team the necessity of revisiting the strands of the NCBTS Framework. Keywords - Education, assessment literacy, NCBTS standards, Rasch Model, descriptive research design, Philippines

Message from Editor

2018 ◽  
Vol 8 (3) ◽  
pp. I
Author(s):  
Jesus Laborda Garcia
Keyword(s):  
Foreign Language ◽  
Review Process ◽  
Language Teaching ◽  
Peer Review Process ◽  
Foreign Language Teaching ◽  
Research Papers ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field ◽  
Comprehensive Literature Review

Dear Readers,It is a great honor for us to publish 8th volume, 3rd issue of Global Journal of Foreign Language Teaching (GJFLT).Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.A total number of eleven (13) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.

scholarly journals Rethinking Metaphors of Classroom Assessment

2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Dennis Odo
Keyword(s):  
Professional Development ◽  
Classroom Assessment ◽  
Assessment Process ◽  
Assessment Literacy ◽  
Learning Needs ◽  
The Past ◽  
Informed Decisions ◽  
The World ◽  
Static View ◽  
Effective Assessment

The lenses and metaphors we use to describe the world around us affect the way we view and interact with the world. bearing this truism in mind, this essay urges educators to revisit the popular assessment as puzzle metaphor. I contend that while this methphor has served scholars and practitioners well in the past our current understandings of the assessment process point to a need to upgrade this image. While the puzzle metaphor allowed an expanded conception of assessment it also obscured the static view of assessment that it promoted. The organism within an ecosystem metaphor proposed here may help policymakers understand that the larger purpose of assessment is not solely about collecting and evaluating artifacts but it is rather about making well informed decisions that support the learning needs of students. This perspective shift may help us better appreciate the complexity of effective assessment as well as the need for ongoing professional development that supports teachers’ assessment literacy growth.

scholarly journals Research Methods in Foreign/Second Language Didactics

2018 ◽  
Vol 24 ◽  
pp. 1-19
Author(s):  
Andrzej Cirocki ◽  
Aleksandra Arceusz
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
Research Methods ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Relevant Research ◽  
Teaching Literature ◽  
Research Paradigms ◽  
New Knowledge

This article provides an analytical overview of relevant research methods in applied linguistics significant to teaching practitioners. In the canon of language teaching literature, there are numerous volumes presenting insightful analyses of research into  English as a foreign or second language (EFL/ESL) context. This article seeks to familiarize English language practitioners with comprehensive, practical, and straightforward coverage of applied linguistics research within the three research paradigms of qualitative, quantitative, and mixed methods. The twenty-first centurychallenges societies and systems with new demands and approaches, with schools and teachers being agents of those changes, responsible for their presentation, implementation and often evaluation. Teachers must have a good understanding of  such changes and should be prepared to put new knowledge into practice. This can be achieved when a teacher becomes a researcher, engaging themselves in various activities that lead to a better understanding of the processes, to reflection upon teaching, and finally, to the implementation of new practices: becoming researchers intheir own right.

scholarly journals Message from Editor

2018 ◽  
Vol 8 (2) ◽  
pp. I
Author(s):  
Jesus Laborda Garcia
Keyword(s):  
Foreign Language ◽  
Review Process ◽  
Language Teaching ◽  
Peer Review Process ◽  
Foreign Language Teaching ◽  
Research Papers ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field ◽  
Comprehensive Literature Review

Dear Readers,It is a great honor for us to publish 8th volume, 2nd issue of Global Journal of Foreign Language Teaching (GJFLT).Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.A total number of eleven (11) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.

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