assessment for learning
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2022 ◽  
pp. 318-343
Errin Heyman

Advances in technology have been integrated into many facets of education, creating both opportunities and challenges for learning and assessment. This chapter provides an overview of effective assessment practices, largely targeted to higher education, with the mindset of using assessment for learning, rather than a more traditional view of assessment of learning. A brief theoretical background is presented as well as specific approaches for implementing learner-centered assessment strategies. Using assessment as a motivator and as a way to deepen, not just demonstrate, learning is discussed. Additionally, the chapter presents future considerations for assessment, especially as assessment can be enhanced by technology—“Education 3.0.”

2021 ◽  
Vol 71 ◽  
pp. 101094
Lonneke H. Schellekens ◽  
Harold G.J. Bok ◽  
Lubberta H. de Jong ◽  
Marieke F. van der Schaaf ◽  
Wim D.J. Kremer ◽  

2021 ◽  
Vol 3 (2) ◽  
pp. 18-27
Daniel Ewim ◽  
Johnson Opateye

Assessment is essential in the learning and teaching process. In chemistry teaching, deployment of assessment to ascertain the levels of assimilation and understanding of concepts being taught in the class is considered central in the learning process. Through the assessment for learning, teachers check students’ understanding and get valuable feedback data on students’ learning. This data is used to modify and improve instruction. Educational world order has drastically changed due to the emergency of COVID-19 that influenced the modes of educational delivery at such a time like this. The only option to deliver learning and assessment processes is the deployment of technology to be able to meet the demands of pandemic and its associational protocols. Information and Communication Technology (ICT) affects every facet of life including education. This paper, therefore, examined the nature of assessment of chemistry learning and the ICT tools that are required to drive the assessment procedures. In addition, it discussed the ICT feedback mechanisms in assessing the learning process in chemistry. Consequently, the paper suggested that relevant ICT tools should be used by chemistry teachers to monitor students’ academic progress and foster ICT-driven effective feedback for assessment of chemistry learning. As a result, ICT should be deployed to assist chemistry teachers in carrying out assessment for learning to diagnose learners’ understanding and difficulties during the process of instruction.

2021 ◽  
pp. 1356336X2110562
Björn Tolgfors ◽  
Mikael Quennerstedt ◽  
Erik Backman ◽  
Gunn Nyberg

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Jordan D. Tayce ◽  
Ashley B. Saunders

The development of clinical reasoning skills is a high priority during clinical service, but an unpredictable case load and limited time for formal instruction makes it challenging for faculty to foster and assess students’ individual clinical reasoning skills. We developed an assessment for learning activity that helps students build their clinical reasoning skills based on a modified version of the script concordance test (SCT). To modify the standard SCT, we simplified it by limiting students to a 3-point Likert scale instead of a 5-point scale and added a free-text box for students to provide justification for their answer. Students completed the modified SCT during clinical rounds to prompt a group discussion with the instructor. Student feedback was positive, and the instructor gained valuable insight into the students’ thought process. A modified SCT can be adopted as part of a multimodal approach to teaching on the clinic floor. The purpose of this article is to describe our modifications to the standard SCT and findings from implementation in a clinical rounds setting as a method of formative assessment for learning and developing clinical reasoning skills.

2021 ◽  
Emma Buchanan

<p>This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.</p>

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