scholarly journals Assessment, Evaluation, and Grading: A Reflection on My Radicalization

2021 ◽  
Vol 11 (2) ◽  
pp. 291-297
Author(s):  
Priscilla Bremser
Keyword(s):  
Assessment Practices ◽  
Student Work ◽  
Evaluation Systems

The COVID-19 pandemic forced instructors to adapt their assessment practices. For this author, that adaptation led to a reconsideration of evaluation systems, given the ways in which such systems can interfere with learning and perpetuate inequities. The author describes resulting changes in her grading of student work and evaluation of faculty colleagues.

Reimagining american education: Possible futures: Possible futures for equitable educational assessment

2021 ◽  
Vol 103 (4) ◽  
pp. 54-57
Author(s):  
William R. Penuel
Keyword(s):  
Standardized Testing ◽  
Educational Assessment ◽  
Assessment Practices ◽  
American Education ◽  
Community Members ◽  
Student Work

The COVID-19 pandemic led states and districts to take a break from grading students and pause standardized testing. As part of an ongoing series of articles on how schools might reconceptualize their work, William Penuel considers what kinds of assessment practices should be carried forward, as schools attempt to become more equitable. He suggests that schools look to work students create as evidence of learning, that they ensure their assessment practices recognize students’ various cultures, and that they use student work to make connections with families and community members.

scholarly journals Assessment practices in some language centers in public Universities of Ecuador and student proficiency outcomes

2021 ◽  
pp. 241-262
Author(s):  
Evelyn Almeida ◽  
Diana Castillo ◽  
Andrea Rosero
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Evaluation System ◽  
English Language ◽  
Public Universities ◽  
Evaluation Process ◽  
Assessment Practices ◽  
Evaluation Systems ◽  
Close Relationship ◽  
Teaching Learning

This research paper describes the variety of the evaluation process in three language centers of public universities in Ecuador. The main objective is to explore the evaluation practices that are used, their effectiveness in the teaching-learning process and the results obtained in English language learning. Researchers conduct interviews with teachers, principals, and students. In addition, evaluation instruments such as tests and other evaluation materials were analyzed. The study reveals that the students who achieved the highest scores are those who study in a language center which uses a more structured evaluation system. Therefore, the data analysis shows that there is a close relationship between student performance and the evaluation systems applied in the different language centers.

scholarly journals Reliability of Digital Formative Assessment Practices and Instruments

2021 ◽  
pp. 171-193
Author(s):  
Tiago da Silva Carvalho ◽  
Pedro Almeida ◽  
Ana Balula
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Adaptive Learning ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Evaluation Systems ◽  
Mobile Assisted Language Learning ◽  
Collaborative Platform ◽  
Adaptive Learning Systems

The rise of enthusiasts in mobile-assisted language learning (MALL), benefiting from well-established benefits of consuming audiovisual content for autonomous learning, has proliferated during the last decade. Simultaneously, there is constant debate about how reliable digital evaluation systems are, and therefore, what are the best instruments/practices to assess language learning remotely? After contextualizing the motivation for this research, this chapter will provide a rundown of state of the art related to digital learning assessment, with a particular focus on online formative assessment practices and adaptive learning systems, as well as contexts they were implemented. The purpose is to identify valid practices, pinpointing strengths and weaknesses and ending with an assessment instrument proposal for an online collaborative platform (OCP), in which learners—either autonomously, or supported by their EFL teachers—follow steps to get certification in a given communicative skill, by the consuming, mapping, producing, and uploading audiovisual content.

scholarly journals Making music or gaining grades? Assessment practices in tertiary music ensembles

2012 ◽  
Vol 30 (1) ◽  
pp. 27-42 ◽  
Author(s):  
Scott D. Harrison ◽  
Don Lebler ◽  
Gemma Carey ◽  
Matt Hitchcock ◽  
Jessica O'Bryan
Keyword(s):  
Assessment Practices ◽  
Student Work ◽  
Case Study Methodology ◽  
Final Grade ◽  
Institutional Power ◽  
Professional Musician ◽  
Music Ensembles ◽  
Current Assessment ◽  
Study Methodology ◽  
Assessment Procedures

Participation in an ensemble is a significant aspect of tertiary music experience. Learning and assessment practices within ensembles have rarely been investigated in Australia and the perceptions of staff and students as to how they learn and are assessed within ensembles remain largely unexplored. This paper reports on part of a larger project that investigated learning and assessment practices within ensembles at an Australian Conservatorium of Music. Ensembles contribute to approximately 25% of student work in each semester, and the assessment contributes to a final grade for the semester. Using a case study methodology, four music ensembles were studied. The data generated were coded into themes including assessment practices and processes; collaborative learning practices; the development of the professional musician; and communication and transparency between participants and the institution. Findings revealed that both staff and student participants in this study perceived ensemble participation to be valuable to the development of a professional musician, but that assessment procedures did not always support this goal. Institutional demands were found to be an inhibiting factor in the assessment of ensembles, and both students and teachers had problems with current assessment procedures, resulting in confusion and lack of transparency about how ensembles are assessed. Approaches to the development of the professional musician became a dominant discussion point and a substantial finding of the research. By examining dominant and subjugated knowledge in this domain, institutional power relations were interrogated, existing practices were challenged, and assessment practices rethought.

Music Assessment in Australian Higher Education

2019 ◽  
pp. 196-216
Author(s):  
Don Lebler
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Formative Assessment ◽  
Musical Performance ◽  
Assessment Practices ◽  
Shared Understanding ◽  
Student Work ◽  
Music Assessment ◽  
Australian Context

This chapter provides a description of assessment practices in Australian higher music education along with its regulatory context. The work of Australian scholars in this field is included as part of the broader assessment literature, using Australian examples of practice. The development of a shared understanding of the standards that are applied to student work in the Australian context is discussed, not just in higher music education but also in pretertiary and extracurricular music. Australian examples of summative and formative assessment practices are described in formal and informal contexts, leading to the assessment musical performance, the characteristic assessment for higher music education institutions that are focused on developing high levels of musical performance in their students.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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