No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Classroom Assessment for Student Learning: Doing It Right – Using It Well
Abstract
The main ideas of the book are: • We can increase student achievement by changing our assessment practices • To do this, we need to assess accurately and involve students Why I chose this book: Traditionally, we have thought of assessment as a way to measure student learning. I like that the authors propose a powerful new way to use assessment to improve learning and motivate students. They suggest we use a formative type of assessment called assessment for learning which occurs during learning and has a great deal of student involvement. The book contains concrete instructional strategies to excite educators and breathe new life into their assessment practices. The book, and the CD/DVDs that accompany it, serve as professional development tools to help educators learn these new strategies. I also chose the book because the authors of the book are leading experts on formative assessment. They are better known on the west coast and all instructional leaders should know their work. How the summary is organized The book outlines five practices that are necessary to make sure classroom assessment is accurate and effective. The summary is divided into five sections, each of which discusses one of these five key components of sound assessment practice: The Scoop (In this summary you will learn…) √ How to use assessment to benefit students (I. Clear Purpose, pp. 1-2) How many teachers have given a low grade to a student and been surprised that this doesn't motivate the student to perform better? Instead, learn how formative assessment is a better way to increase student motivation and learning. √ How to create clear learning targets (II. Clear Goals, p. 3) Imagine a student returning home and instead of saying, "We did reading today," being able to say, "I learned to make good inferences. This means I can make a guess that is based on clues from the story." Learn how to clarify learning goals. Imagine a conference led by a student who has found, from looking at her corrected math test, that she has trouble multiplying three-digit numbers. She sets a concrete goal with a plan and a time for a retest. Learn to make communication tools, such as conferences, more effective. √ How to involve students (V. Student Involvement, pp. 9-10) Instead of handing students a "B," imagine students looking at samples of writing and designing their own rubrics to assess writing quality. In this summary, there are 24 activities that can be used to involve students in taking ownership of their learning.
... The specific term classroom assessment literacy (CAL) is referred to as the knowledge and understanding of assessment-related basic terminology, principles, its development, and application of various methods, strategies, and tools used in the classroom (Mertler, 2003). Similarly, other researchers (Yamtim & Wongwanich, 2014;Chappuis et al., 2012) have shared necessary knowledge and skills to compile students' achievement-related data through effective utilization of the assessment process and outcome in order to enhance teachers' quality of instruction and students' learning (Popham, 2009), which are also counted as components of CAL. Teachers' CAL is found to be related to teachers' attitude towards assessment (Quilter, 1998;Rothinam, 2023) and the practice of CA (Djoub, 2017;Zulaiha et al., 2020). ...
... According to the assessment literacy model of Abell and Siegel (2011), teachers' view of learning is the central phenomenon that gets transmitted into assessment-related values and principles guided by the four areas of knowledge: i) knowledge of assessment purposes, ii) knowledge of assessment strategies, iii) knowledge of assessment interpretation and action-taking, and iv) knowledge of what to assess. These components can also be used in classroom assessment, as it consists of i) designing assessment to meet specific needs, ii) developing assessment in terms of concrete and appropriate achievement goals, iii) determining students' achievement accurately and ethically, iv) interpreting assessment results and sharing them with users, and v) involving students in self-assessment, goal-setting, monitoring, reflection, and demonstrating learning among students (Chappuis et al., 2012). To ensure these assessment practices in the classroom, teachers must have the knowledge, skills, attitude, values, and accountability (Schildkamp et al., 2020). ...
... To ensure these assessment practices in the classroom, teachers must have the knowledge, skills, attitude, values, and accountability (Schildkamp et al., 2020). Classroom assessment literacy is referred to as the knowledge and understanding of assessment-related basic terminology, principles, its development, and application of various methods, strategies, and tools used in the classroom (Mertler, 2003) to compile and use students' performance-related data (Yamtim & Wongwanich, 2014;Chappuis et al., 2012) to enhance teaching-learning processes, the quality of instruction, and students' learning. In a study, Rahman (2018) found that Bangladeshi teachers lack knowledge of CA, leading them to perceive the purpose as confined only to grading students' learning (Yasmin, 2012), ensuring their classroom participation, and punishing students who cause chaos and interruptions in the classroom to warn other students. ...
Teachers’ knowledge and skills in assessment are important factors
for improving the practice of Classroom Assessment (CA), which is a vital
component of teaching and learning. There is ample research attempting to
ascertain if training can contribute to increasing teachers’ knowledge and skills
in assessment. In Bangladesh, the new curriculum places significant emphasis
on classroom assessment compared to summative assessment. This study
aims to answer the following questions: What is the status of Classroom
Assessment Literacy (CAL) among primary school teachers in Bangladesh?
What is the relationship between teachers’ training in assessment and their
CAL? And what factors do teachers believe affect the translation of training in
CA into CAL? The study followed a mixed-method research approach. Initially,
quantitative data on teachers’ CAL and their training in CA were collected
from 100 primary school teachers in Dhaka city using a CAL Test. Based on
the results of this test, eight teachers with different combinations of CAL levels
and training were interviewed. The results showed that the mean score of the
sample of primary school teachers was above the middle score but still not
high. Their mean score varied across different components of the test. For
example, teachers were found to be most competent in using assessment data
to make decisions and least competent in selecting appropriate assessment
tools. We found that the more hours of training in assessment the teachers
had, the lower they scored on the CAL test. However, this relationship was
weak. We also found that having a Master of Education (MEd) degree can
make a significant difference in their CAL test score. Teachers with more
years of experience appeared to score lower on the test and vice versa
(though not statistically significant). Qualitative data revealed that each
teacher followed their own unique CA styles with a combination of different
CA techniques, and there was no pattern based on teachers’ CAL test scores.
However, teachers with higher CAL test scores seemed to provide feedback
to their students in a more descriptive and meaningful way than teachers
with lower CAL test scores. Data revealed that training is one of the sources
of teachers’ knowledge and skills in CA among others. However, various
enabling and deterring factors work together to determine the effectiveness
of training in bringing about sustainable change in teachers’ knowledge and
skills in CA. Among many factors, the “one shot” and “one size fits all” design
of the trainings were found to be ineffective by teachers who have unique
classroom contexts. Additionally, teachers’ own perceptions of training, the
school environment, and context are also factors that affect the translation of
training in CA into sustainable CAL that they can apply in practice.
... Formative assessment is characterized as an "assessment for learning" rather than an "assessment of learning" with its structure that is not only based on recording and measuring (Chappuis et al., 2014;Cheng & Fox, 2017;Hargreaves, 2005;Fisher & Frey, 2007). The purpose of assessment here is not only to measure student achievement through tests after the teaching is completed but to check whether learning has taken place accordingly. ...
... In formative feedback, teachers aim to increase student achievement by performing activities such as identifying learning needs, planning the next step (Chappuis et al., 2014), creating opportunities for students to share their ideas, and providing effective feedback (Shepard, 2000). While carrying out these processes, it makes a joint effort by assuming different roles with teachers, students, and other stakeholders. ...
... First, it is possible to refer to the assessment of learning, which is summative in nature and is used to identify what students have learned as a result of a pedagogical intervention (Earl and Katz 2006). This type of assessment is usually implemented exclusively by the teacher to document learning, measuring and categorizing it to report this information to students, parents, and teachers (Chappuis and Stiggins 2020). In English language teaching and learning, these practices are linked to traditional assessment, encompassing instruments such as tests with multiplechoice, true-false, and gap-filling tasks (Harris 2013). ...
... Assessment instruments are used to collect information or evidence about students' learning (Chappuis and Stiggins 2020). Within the English language teaching and learning framework, instruments can be associated with traditional assessment, favouring the identification of linguistic knowledge, such as grammar, vocabulary, or pronunciation, and employing memorization (Forutan 2014;Shams and Tavakoli 2014). ...
The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.
... Increasing numbers of special needs students must compel us to rethink the role of assessment in promoting academic language proficiency and in driving student learning and success. Many researchers are advocating the implementation of new assessment strategies utilizing new classroom practices, such as making student involvement an integral part of the student assessment system (Panadero et al., 2018;Stiggins et al., 2011;Thomas et al., 2019;Zeng et al., 2018). Stiggins et al. (2011) proposed the use of the so-called "Assessment for Learning" strategy, which occurs during classroom learning and uses proven research-based techniques to improve student achievement. ...
... Many researchers are advocating the implementation of new assessment strategies utilizing new classroom practices, such as making student involvement an integral part of the student assessment system (Panadero et al., 2018;Stiggins et al., 2011;Thomas et al., 2019;Zeng et al., 2018). Stiggins et al. (2011) proposed the use of the so-called "Assessment for Learning" strategy, which occurs during classroom learning and uses proven research-based techniques to improve student achievement. Classroom teachers can take advantage of this assessment method by diagnosing the shortcomings of special needs students, planning instructional strategies accordingly, and providing necessary day-to-day feedback to drive improvements. ...
The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.
... (Black & Wiliam, 2018) menyatakan PBD, terutamanya pentaksiran formatif yang berkualiti saling berkait rapat dengan peningkatan pencapaian pelajar. Malah (Stiggins et al., 2007) mencadangkan pelajar dinilai dengan lebih kerap semasa proses pembelajaran kerana ia membolehkan guru membuat penambahbaikan terhadap kaedah pengajaran mereka seterusnya menyelesaikan kelompangan dalam penyampaian pembelajaran. Membenarkan pelajar menetapkan kriteria prestasi mereka sendiri dapat memberi peluang mereka menilai sendiri tugasan yang mereka hasilkan. ...
... Menurut Pelan Pembangunan Pendidikan Malaysia 2013 -2025 (Kementerian Pendidikan Malaysia, 2013) dan kombinasi dengan Falsafah Pendidikan Malaysia, PBD adalah kunci untuk membangunkan kemahiran pelajar secara holistik iaitu meliputi aspek kognitif, perkembangan psikomotor dan juga emosi (Narinasamy & Nordin, 2018). Seterusnya, melalui amalan PBD, dapat membantu guru dalam membina rancangan pengajaran, memilih konsep pentaksiran dan pendekatan pentaksiran yang bersesuaian dengan aspek yang ingin ditaksir (Stiggins et al., 2007). Sebagai contoh, pendekatan pentaksiran dengan memberi tugasan berbentuk praktikal atau "hands-on" merupakan keperluan tugasan iaitu ianya bertujuan untuk menukar maklumat konseptual berbentuk kognitif kepada keupayaan psikomotor (Choy, 2018) dan ia adalah penting dalam kurikulum dan pentaksiran dalam bidang TVET. ...
... For this study, a single survey was employed to collect data, adapted from Goggin [60], emphasising classroom-based assessment practices. The survey was developed by referencing "Classroom Assessment for Student Learning" by Chappuis et al. [61]. Five individuals, including four secondary school teachers and one teacher educator from University A, were consulted based on their experience with classroom-based assessment to ensure face validity. ...
... To measure the CBA practices, the researchers refer to related work from Chappuis et al. [61] and the items adopted from Goggin [60]. ...
The Malaysian Education Blueprint (PPPM) 2013–2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students’ understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students’ comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers’ PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.
... Concerning assessment practices, although Black and Wiliam (1998) have demonstrated that classroom assessment is commonly understood to include a wide range of activities that instructors and learners engage in to gather data that may be utilized diagnostically to enhance teaching and learning, classroom assessment practices are widely assumed to be multifaceted and multidimensional (Rodriguez, 2004). Stiggins et al. (2006) have proposed five indicators of sound classroom assessment practices as follows: "1) clear purposes, ...
... 27). To support Stiggins et al. (2006) Black and William (2009) have demonstrated that innovative language learning theories emphasize how students learn depending on formative assessment information they receive and its interpretation, allowing them to make successful learning choices. With this in mind, student involvement in the use of assessment information necessitates an expansion of instructors' assessment knowledge and skills, on account of the fact that this will require instructors to be adept at articulating and sharing learning intentions and criteria for success with their students, as well as offering meaningful opportunities for students to act on assessment information they receive. ...
Language assessment literacy (LAL) remains an uncharted area for many English language lecturers, hindering their ability to effectively bridge the gap between theoretical knowledge and practical application in language assessment within the classroom setting. This research aimed to investigate the language assessment literacy of Thai EFL university lecturers, with a focus on the reciprocal relationship between their knowledge and beliefs and their assessment practices. Employing a multistage sampling method, the study involved 152 Thai EFL university lecturers from eight public universities in Thailand. Participants completed a language assessment literacy questionnaire and assessment practice inventory. The findings indicated that the majority of Thai EFL university lecturers demonstrated a moderate level of language assessment knowledge. Notably, they exhibited higher proficiency in articulating clear learning objectives but lower proficiency in providing effective feedback. Moreover, the lecturers expressed that performance assessment held the greatest significance in classroom assessment, while traditional assessment methods and non-achievement-based grading were deemed less important. Additionally, it was revealed that lecturers often communicated grading criteria in advance, but they paid little attention to item analysis and test revision based on its analysis. These findings are expected to contribute to the understanding of English language lecturers’ language assessment literacy and provide a basis for further development in this area.
... As a fundamental discipline, the innovation of teaching and assessment methods plays a critical role in enhancing the quality of education [3,4]. Effective evaluation of learning outcomes is considered a crucial component of the teaching process, essential for improving student learning outcomes and optimizing teaching practices [5]. Multidimensional assessments are necessary, requiring a variety of tools and technologies [6]. ...
This study developed an automated language learning teaching assessment system based on electroencephalography (EEG) and differential language large models (LLMs), aimed at enhancing language instruction effectiveness by monitoring learners’ cognitive states in real time and personalizing teaching content accordingly. Through detailed experimental design, the paper validated the system’s application in various teaching tasks. The results indicate that the system exhibited high precision, recall, and accuracy in teaching effectiveness tests. Specifically, the method integrating differential LLMs with the EEG fusion module achieved a precision of 0.96, recall of 0.95, accuracy of 0.96, and an F1-score of 0.95, outperforming other automated teaching models. Additionally, ablation experiments further confirmed the critical role of the EEG fusion module in enhancing teaching quality and accuracy, providing valuable data support and theoretical basis for future improvements in teaching methods and system design.
... Kur mësimdhënësit me pak informacion marrin vendime për njohuritë dhe aftësitë e nxënësve shumë shpejt, përfundimet e tyre mund të pengojnë zhvillimin në vend që ta inkurajojnë atë. Stiggins et al. (2006) sugjerojnë që nxënësve t'u jepet mundësia të formojnë rubrikat e tyre të vlerësimit para se të marrin një notë sepse nota e tyre shpesh është më reale sesa ajo e dhënë nga mësimdhënësit. ...
The problems regarding the formative assessment of the students’ achievements are still in the centre of various foreign and domestic researchers. Because of their complexity, the educational policy of each country thed to be in line with the requirements for highest standards regarding the learning outcomes, and various specific criteria and instrument for assessment of the students’ achievements are constantly being developed.
If the experiences, regarding the formative assessment in the Republic of Kosovo in the post-transitional period are taken into consideration and if they are compared with those from the European countries, many similarities can be noticed. This primarily refers to the use of modern methods for development of the learning and the use of various forms and tools for assessment of the students’ achievements.
In general, the assessment of learning, i.e. the formative assessment is a systematic process that enables better to understand what the students have learned and how are they involved in the process of learning. In the same time, the formative assessment is a process that enables the students to gain competencies and skills.
In the Republic of Kosovo, the concept formative assessment becomes actual relatively late regarding the other Balkan states, primarily with programs for training the teachers from 2011 to 2016. Then, in 2017, the Ministry of Education, Science and Technologies (MEST) in Kosovo formalized the formative assessment.
This research project aims to analyze relevant pedagogical documents reffering to the formative assessment and to show the results from the implementation of the formative assessment in the teaching practice, through examining the teachers’ and students’ attitudes regarding the implementation of the formative assessment. Bearing in mind, that foreign and domestic researchers in this field point out the positive effects that the formative assessment has on the students’ motivation, the objectivity and quality of the assessment etc., the research gives data that show whether the implementation of the formative assessment in the teaching process in Kosovo is in accordance with them. In this way, this project obtains data regarding the advantages and disadvantages form the use of the formative assessment in Kosovo.
This research project has qualitative paradigm and descriptive design, which means that relevant documents referring to the implementation of the formative assessment in the teaching practice in the Republic of Kosovo are analyzed and that correlation with the already existed foreign and domestic researches is perceived. In the same time, the research has quantitative paradigm, which means that through surveys the teachers’ and students’ attitudes toward the implementation of the formative assessment are obtained. The sample consists of teachers and students from the 34 primary schools, from several cities and villages in the Republic of Kosovo.
The results of the research show that in the Pre-University Education of the Republic of Kosovo, specifically in grades 7,8,9 of lower secondary education, both teachers and students have a very positive assessment of the impact of formative assessment on the motivation of students to learn and increase learning outcomes by reducing the stress and pressure that students usually feel when assessed to the return of a more meaningful feedback and increase nxënës cooperation in the application of formative assessment.
The results from the research give insights on the current situation regarding the implementation of the formative assessment in Kosovo for the period that was examined, and they can be helpful in improving the implementation of the formative assessment regarding the learning outcomes and the students’ competencies.
Keywords: Formative Assessment in the Republic of Kosovo.
... The instruments were developed in accordance with the student learning outcomes and methods of assessment. The lesson plans were formulated by considering the learning objectives on four domains presented by Chappuis, Stiggins and Arter, (2012): knowledge, reasoning, process and product (Appendix-B). A brief description of each of these is given in the figure. ...
A number of assessment methods are used to improve teaching which accelerates students’ achievement. This study investigates the effect of two assessment methods (Think – Pair – Share and Choral Response) on academic achievement of prospective science teachers in a public sector university in Lahore, Pakistan. It employed a quasi-experimental pretest-posttest control group design which was conducted on two already existing intact groups i.e. control group (n=51) and experimental group (n=36). The pre-test was administered to both the groups, and then the participants were exposed to the treatment after which the post-test was administered. The two tests, which had been devised based on Bloom’s Taxonomy of Educational Objectives, were the same for both groups. The validity of the tests was ensured by five relevant experts; the reliability was established as 0.832 through a pilot study on 200 prospective teachers. Those items in the test were selected that had difficulty ratings of 0.2 – 0.8 and discrimination ratings of 0.2 – 0.6. The collected data were analysed using independent sample t-test. Results revealed that the students who were assessed through chosen methods of assessment showed better performance than those who were assessed traditionally. It was also found that students showed better performance while applying Think – Pair – Share than Choral Response. Hence, the study recommended to use these methods of assessment during teaching in order to improve students’ achievement.
... Many researchers argue that feedback, depending on its use, is distinguished into a) informal, b) formal, c) formative, d) summative, e) peer feedback, f) self-feedback, g) constructive, h) oral and written, i) evaluative and descriptive and j) online-electronic (Kluger & DeNisi, 1996;Hattie & Timperley, 2007;Narciss, 2008;Chappuis et al, 2012;Graham et al., 2015). ...
The role of teacher’s feedback in the teaching and learning process is extremely important as it allows educators to provide an objective assessment of a student’s performance and help them improve their academic achievements. In this paper, the findings of a comprehensive literature review, conducted using the PRISMA methodology, encompassing 19 studies from 2013 to 2023 are presented. These studies evaluated the impact of teacher feedback on students’ academic performance across all levels of education. It was observed that the majority of the research focused on English as a second and foreign language, academic writing, and higher education. The data collection method employed in these studies was action research. The results indicated that the provision of various forms of teacher’s feedback significantly contributed to enhancing students’ academic performance, improving their language skills, and refining their academic writing abilities.
... Employing exit tickets (Marzano, 2012), developing rubrics with students (Stiggins, 2001), and applying portfolios (Paulson et al., 1991) are also supported by literature. Additionally, techniques such as think-pair-share (Lyman et al., 2023), immediate feedback quizzes (Bennett, 2011), learning stations (Tomlinson, 1999), and student-led conferences (Stiggins et al., 2004) are well-documented, collectively providing a comprehensive, research-backed approach to assessing and improving student learning. ...
This study explores the implementation and effectiveness of Assessment for Learning (AfL) strategies among basic schoolteachers in Ghana, focusing on the influences of gender, teaching experience, and teaching division. Utilising a survey approach, data were collected through a 16-item Assessment for Learning Questionnaire (AfLQ) from a randomly selected sample of 100 teachers. The instrument's reliability and validity were confirmed through a pilot study and expert reviews, achieving a Cronbach's alpha of over 0.7 for all variables. Multinomial regression analysis provided key insights into the effectiveness, variability, and reliability of AfL practices, guiding professional development and future research. Multiple linear regression analyses identified significant correlations among AfL practices, with strong positive relationships between self-assessment, peer assessment, and immediate feedback. Variance plots showed higher variability in the implementation of certain practices among female and subject teachers, indicating a need for more tailored professional development. Additionally, the Test Information Function (TIF) plot revealed distinct proficiency levels, highlighting areas where teachers excel and potential gaps requiring intervention. These findings emphasise the critical role of demographic factors in the application and success of AfL strategies and offer actionable insights for enhancing teacher training programmes. By integrating advanced statistical techniques, the study provides a comprehensive understanding of AfL practices in diverse educational settings, contributing valuable knowledge to the field of educational assessment.
Article visualizations:
</p
... Participants will be required to answer 14 essay questions that assess their critical thinking skills and 2 essay questions that evaluate their creative problemsolving ability. The selection of the essay format (extended written response) is motivated by its qualities that are well-suited for assessing proficiency in knowledge, logical thinking, and the ability to generate outputs (Chappuis & Stiggins, 2019). Table 3 and Table 4 provide a concise summary of the grid matrix that outlines the indicators for creative problem-solving skills (CPSS) and critical thinking skills (CTS). ...
The objective of this article is to develop an instrument that can be used to assess the ability to solve creative problems (CPS) and critical thinking (CT) in the context of sound waves. This work is a component of our research on developing a teaching material that includes assessment as a component of the final product. The objective of this instrument is to evaluate students' critical thinking (CT) and critical problem-solving (CPS) abilities both before and after implementing the recently developed mobile learning teaching resources. To construct the instrument, we adhere to the Facione and Osborn-Parness frameworks for CTs and CPSs. Validity testing and reliability testing comprise this instrument development process. We utilize Cronbach's Alpha to assess reliability and the content validity index to assess validity. According to the content validity index results, four of the six items in the CT instrument were determined to be valid. Conversely, the empirical validation test of the creative problem-solving skills instrument demonstrated that the results were valid and suitable for use. The Cronbach's Alpha results also indicated that both tools accurately evaluated students' creative problem-solving and critical reasoning abilities.
... Earl, in definitiva, sostiene che invece di considerare la valutazione of/for/as learning in modo gerarchico, è più efficace considerarla in modo più olistico, ovvero un'interazione di valutazioni di diverso tipo all'interno dello stesso ambiente di apprendimento scolastico, non orientato soltanto a una tipologia di approccio tra quelli succitati (Earl, 2012;Chappuis, Stiggins, Chappuis & Arter, 2012). Non esiste, in altre parole, un approccio più giusto degli altri, poiché ciascuno mette l'accento su una componente diversa della formazione scolastica. ...
La valutazione scolastica ha nel tempo subito numerose modalità applicative riassumibili in forme di tipo quantitativo, qualitativo ed esperienziale. Negli ultimi tempi si è fatta strada l’idea che non possa sussistere un buon processo valutativo senza il coinvolgimento attivo del discente. In tal senso, l’approccio dell’assessment as learning offre allo studente la possibilità di migliorare il proprio stile di apprendimento attraverso un’autovalutazione costante dello stesso, nell’ottica di una responsabilizzazione che esuli dagli obiettivi scolastici, per abbracciare finanche quelli psicopedagogici. In questo articolo, pertanto, viene offerta una visione storica, concettuale e applicativa dell’autovalutazione “come apprendimento”, con specifico rimando alla scuola primaria.
... In an ideal institution, a well-disciplined student act responsibly (Stiggins, 2004). ...
Head teacher discipline management plays a crucial role in students’ academic performance. This study investigated the influence of head teacher discipline management on students’ academic performance in private secondary schools. Discipline and academic performance are key to the realization of good performance. Further discipline is a critical determinant to the success of students’ academic performance. This study was guided by three objectives; to establish how the school rules and regulations administered by head teacher influence students’ academic performance in Heliwa district, to establish how the observance of time management by head teacher influence students’ academic performance in Heliwa district, to examine how the punishment administered by head teacher influence students’ academic performance in Heliwa district. This study was centered on Theory X and Y settled by Douglas McGregor. The target population of 34 head teachers, 68 teachers on disciplinary committee members, and 2040 from eight secondary schools. Hence the total target populations were 2142. The sample size was 307 respondents; which were as follows: 8 head teachers, 8 teachers on disciplinary committee members, and also 291 forms four students from the 8 selected schools. Content validity was been determined by using expert opinion. Pilot study was carried out in selected schools which were in the same location with the sampled schools but not included in the final study. The reliability of the instruments was ascertained using the test-retest method. The validity of the questionnaire was ensured through expert judgment. Questionnaires and interview schedules were used to collect data. Quantitative data were analyzed using SPSS and the specific descriptive statistics were frequencies, percentages; means, standard deviation. The findings of the study were presented using frequency tables, bar graphs, and charts. Qualitative data were analyzed using themes gotten from objectives and presented using narrations. The study found that school rules and regulations, Head teacher's observance of time management and punishment the head teacher administers had positive and significant influence on the academic performance of students in Heliwa district. The findings of this study revealed that effective discipline management by the head teacher is stimulated in controlling students’ conduct hence have an emotional impact on students’ overall academic performance. The findings of this study may benefit stakeholders and those in charge of policy at the education ministry in understanding the head teacher discipline management role in enhancing students’ academic performance. In conclusion, the head teacher’s discipline management had a reasonable affirmative relationship and account for variance in academic performance in secondary schools. It showed that academic performance increases among students with an increase in the level of discipline management by the head teacher. For Private Organizations managers, to function most effectively, the study recommends that leaders need to avail themselves for training on how best to manage student discipline in schools.
... According to Stiggins et al. (2006), a suitable rubric adequately captures the contents of the task, exhibits easily understandable vocabulary, and is (2012) and Stevens and Levi (2012) easy to use, reliable and valid 3 . Durand and Mouffe (2014) have taken up these elements and refined them within a metarubric for analyzing the relevance of a rubric. ...
Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder Description du processus d'élaboration d'une grille d'évaluation spécifique à une situation d'apprentissage et d'évaluation en contexte de modification des contenus d'apprentissage auprès d'élèves du secondaire présentant un trouble du spectre de l'autisme Descrição do processo de elaboração de uma rubrica de avaliação específica para uma situação de aprendizagem e avaliação no contexto de modificação dos conteúdos de aprendizagem para alunos do ensino secundário com transtorno do espectro do autismo Explore this journal Cite this article Lamarche, M.-A. & Durand, M.-J. (2022). Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder. Mesure et évaluation en éducation, 45(spécial), 121-156. https://doi.org/10.7202/1110994ar Article abstract The development of rubrics is a complex task that requires a good knowledge of the object of evaluation and the learning level of the students for whom it is intended. From the several types of rubrics used in school environments, the analytic rubrics and developmental rubrics prove to be especially appropriate choices to guide the judgment of the evaluators. By following the research and development methodology, the designers engaged in a reflective process which, after many round trips in the formulation of criteria, scale and descriptors, led to the development, validation and implementation testing of three prototypes of analytic rubrics. The results make it possible to identify the elements to be considered in the construction of this tool for pupils with autism spectrum disorder (ASD) in the first cycle of secondary school who present a great diversity of cognitive profiles.
... We suggest the following eight strategies to assess for learning, which in turn shape a very different understanding of our relationship with God than assessment of learning (adapted from Stiggins et al. 2004): ...
Assessment is the same anywhere except that in christian schools the God factor is considered along. This is because the Christians belief that the origin of knowledge and wisdom is God and before anything at all, He (God) was. Capitalising on Bloom's modified educational taxonomy, ample examples of objectives reflecting cognitive, affective and psychomotor/creativity are given to guide the teachers. Equally provided is how to bring the philosophy and objectives of education in a country (eg Nigeria); reflecting the vision, mission and core values of a christian school as well as addressing the subject matter on a given lesson are provided. The specific purpose and utilisation of assessment are outlined in this paper.This paper concludes that amidst the growing complexity of assessment vocabulary: formative, summative, diagnostic, interim, performance and standardized-the most important words in assessment are the prepositions: of and for. If we use assessment for learning strategies well, students will be prepared to do well when it is time to do the assessment of learning. It is therefore recommended that christian schools should be able to structure their lesson objectives in such a manner that it should by the end of the study produce individuals that are competent academically, socially, morally and spiritually and who will not be ashamed of the faith they profess.
... Accordingly, teachers are required to be assessment literate (DeLuca & Bellara, 2013). Assessment literate teachers are familiar with how to develop, administer, and score assessments, and provide accurate data-driven decisions about student learning (Stiggins, Arter, Chappuis, & Chappuis, 2012). Teachers' apprenticeship is in part influenced by their basic beliefs concerning teaching, learning, and the aims of assessment (Brown, 2004). ...
Parents’ underlying beliefs concerning pedagogical issues may be an indispensable key to understanding the diverse activities that parents engage in with their children. Assessment, as a multifunctional educational mechanism, has long engaged the minds of not only teachers and students but also their parents. Thus, this study sought to delve into parents’ conceptions of their children’s assessment with respect to external variables including gender, major, and degree. In doing so, Parents’ Conceptions of Assessment (PCoA) was administered to a subset of 180 parents. The construct validity of the inventory was substantiated via Structural Equation Modeling (SEM). Analyzing the data, it was found that ‘Improvement’ was the parents’ dominant view toward assessment. Moreover, running MANOVA, parents’ educational degree played a significant role in the assessment-related conceptions of ‘Relevance’ and ‘Affect’. The results are discussed and implications are provided in the context of education.
... Purpose of assessment Though they employ distinct methods and styles, both strategies seek to quantify learning outcomes. (Chappuis et al., 2012) Quality assurance Processes intended to preserve and enhance the quality of both approaches apply to both. (Black & Wiliam, 1998;Black & Wiliam, 2010) Stakeholder ınvolvement Educators, students, and legislators all have a role in executing and interpreting conventional and modern assessments. ...
For tracking student progress and designing educational programs, assessment and evaluation are critical components of the process. Assessment is data collection to monitor students' development, while evaluation analyzes this data to make informed educational choices. To enhance educational results, practical and effective assessment and evaluation techniques must be applied. These strategies enable instructors to discover and customize instruction by identifying each student's strengths and limitations. This article compares classic and modern assessment and evaluation methodologies to draw implications for educational policies and practices. The research employs a systematic literature review to analyze data gathered from diverse fields. Efficiency, appropriateness, scalability, inclusivity, technology integration, and stakeholder acceptability are critical factors in comparing assessment and evaluation approaches. These parameters were used to analyze the benefits and drawbacks of each strategy. Traditional approaches, for example, have been proven insufficient in expressing individual characteristics since they are ubiquitous and uniform. Modern approaches stand out for their ability to meet student demands and adapt to diverse circumstances. The broad use of these modern procedures, however, is much more complicated than the simply adaptable traditional methods. According to the study's results, current and traditional assessment and evaluation methods have common themes such as purpose, quality assurance, involvement, ethics, and continual development. Traditional approaches, on the other hand, remain more summative, but novel methods concentrate more on student growth via formative strategies and ongoing feedback. Furthermore, novel methods provide flexibility, technology integration, and inclusion, while conventional methods may be restricted to a specific format. Modern methodologies reflect technology's growing importance in education and provide substantial opportunities to build engaging and attractive learning environments. Traditional techniques, on the other hand, emphasize academic knowledge and memory abilities while ignoring practical applications. Assessments that involve problem and project-based learning, as well as real-world situations, are prioritized in modern techniques. Consequently, integrating traditional and contemporary assessment and evaluation methodologies is recommended and will result in a more effective and inclusive educational assessment system. This research on the applicability and efficacy of assessment and evaluation methodologies provides for the exploration of new educational approaches and techniques, as well as the chance to assess current practices and make suggestions for implementation.
... (Durand & Chouinard, 2012, p. 281) À notre sens, certains éléments provenant des deux démarches à suivre sont pertinents. Alors que celle de Stevens et Levi (2012) (2012) Selon Stiggins et al. (2006), une grille pertinente reprend adéquatement le contenu de la tâche, présente un vocabulaire compris de tous, est facile à utiliser, fiable et valide 3 . Durand et Mouffe (2014) ont repris ces éléments et les ont précisés à l'intérieur d'une métagrille permettant d'analyser la pertinence d'une grille descriptive analytique. ...
L’élaboration d’une grille d’évaluation est une tâche complexe qui exige une bonne connaissance de l’objet d’évaluation et du niveau d’apprentissage des apprenants pour lesquels elle est destinée. Parmi les différents types de grilles d’évaluation qui sont utilisées en milieu scolaire, la grille descriptive critériée ainsi que la grille descriptive analytique s’avèrent des choix particulièrement appropriés pour guider le jugement des évaluateurs. En suivant la méthodologie de la recherche-développement, les concepteurs se sont engagés dans un processus réflexif qui, après de nombreux aller-retour dans la formulation des critères, des échelons et des descripteurs, a mené à l’élaboration, à la validation et à la mise à l’essai de trois versions d’une grille descriptive analytique. Les résultats permettent d’identifier les éléments à considérer dans la construction de cet outil pour des élèves du premier cycle du secondaire présentant un trouble du spectre de l’autisme (TSA) et une grande diversité de profils cognitifs.
... For example, a study [22] emphasized the significant impact of effective instructional strategies on student learning. Furthermore, Chappuis et al. [23] review highlighted the importance of well-designed assessments in supporting student growth and informing instructional decisions. Thus, the findings demonstrated the outstanding teachers' performance in planning, instruction, and assessment in English courses. ...
The importance of using technology to teach English during pandemic has grown as a result of its many advantages for maintaining educational continuity. This study determined the effects of demographics and teachers' technology integration in teaching English in the relationship between teachers' technology self-efficacy and performance among the tertiary teachers of a public Higher Education Institution (HEI) in the 2nd district of Misamis Oriental during the school year 2022-2023. A total of 91 teachers were randomly chosen as participants of this study. The descriptive-correlational analysis research method was employed. It used univariate and bivariate statistics to measure the levels of and the relationships between variables. Hence, the study also used regression analysis to assess the significance of mediation effect and analysis for moderating effect. Using a questionnaire, the participants' profile were determined. Majority of teachers are young, female, and employed full-time, have master's degrees, the sample includes many educators with only one to three years of experience. Teachers show a high level of technology self-efficacy and positively correlates with planning, instruction, assessment, and teaching performance. It also reveals a significant relationship between technology self-efficacy and integration. Additionally, technology integration was a significant predictor of teaching performance. However, despite the significant relationship between technology self-efficacy, technology integration, and teaching performance, the study did not find evidence to support technology integration as a mediating factor. Thus, sex at birth moderates the relationship between technology self-efficacy and teaching performance. The findings of the study recommends to provide professional development programs in enhancing teachers' self-efficacy using technology, incorporate technology integration as an essential component of English courses, as well as, adopt gender-inclusive approaches in supporting and empowering female teachers.
... There are numerous studies related to the responsibility of leaders in instructions but very few studies were found to identify the practices of leaders to demonstrate leadership in the assessments (Privette, 2015;Popham, 2008;Stiggins & Duke, 2008;Stiggins et al., 2004). A study by Popham (2008) which cited in Privette (2015) detailed seven understandings of practices of leaders that will contribute to successful formative assessment. ...
Formative assessment has become a most discussed topic when many countries recognized the importance of assessment for learning in enhancing students’ holistic development. Most of the times, teachers are not quite clear with the differences between assessment of learning and assessment for learning. In Malaysia, teachers still feel uncomfortable with the implementation of formative assessment compared to summative assessment due to the heavy workload to prepare the tests by themselves. Hence, this study was conducted to examine the role of leaders and how the leader’s role was associated with teachers’ formative assessment practices in schools. An online questionnaire was administered to a total of 198 randomly selected teachers from 25 public primary schools in Petaling. A descriptive correlational research design was employed to identify the relationship between these two variables. The findings indicated that there was a moderately strong linear relationship between the role of the leaders and teachers’ formative assessment practices in schools. The study also revealed that the role of leaders has significantly predicted the teachers’ formative assessment practices with 20.4% of contribution. The findings showed that teachers’ practices in formative assessment process still far from much desired, and leaders still need to further enhance their implementation of formative assessment in school. Overall, this study has its contribution for the enrichment of the body of knowledge of formative assessment and provided insights for the improvement of the implementation of formative assessment in schools.
... Educational standards and student learning outcomes contribute to accountability in education. They provide clear expectations for student performance, and assessments are transparent measures of whether these expectations are met (Gronlund, 1998;Marzano, 2003;Stiggins, Arter, & Chappuis, 2004). ...
Textbooks are the learning and assessment materials developed on the curriculum. It provides practical opportunities for the implementation of the assessment design of the curriculum. This study examines the alignment between the assessment design in Pakistan's English language curriculum and Baluchistan’s English language textbooks of secondary classes. It explores the levels of assessment design envisioned in students' learning outcomes, exercises, strategies, and guidelines in textbooks. The document analysis strategy is applied to Baluchistan’s English language textbooks for secondary classes using Bowen's (2009) procedure. The results show that textbooks cover all SLOs envisioned in Pakistan's national curriculum. The SLOs are poorly clustered for lessons, causing low assessment design and ultimately affecting assessment practices. Most of the assessment strategies were developed on Bloom’s taxonomy cognitive domain lower level indicated the low assessment design. The weightage and significance for developing assessment strategies were mostly given to "Grammar" and, to some extent, “Writing” competencies. Fewer strategies were developed for “Reading Comprehension and Thinking” Skill competency. "Oral communication" competency is nearly overlooked, and listening skills are completely ignored. Teachers' and students' guidelines regarding assessment are completely missing in textbooks.
... Many writers have accounted for teachers' poor LAL, first, by claiming that the Language Testing and Assessment module is devalued in teacher education by generally being optional (Djoub, 2017;Taylor, 2009) in Europe (Tsagari & Vogt, 2017), the UK (Boyd & Donnarumma, 2018), the US (Stiggins et al., 2004), Hong Kong (Lam, 2015), and Taiwan. The second probable reason is the mismatched expectations of Language Testing and Assessment module among classroom language teachers and language-testing experts. ...
... From a student's perspective, FAs provide students with various opportunities to demonstrate whether they have mastered the material beyond their current level of performance, while also providing suggestions about improvement in areas they are yet to master (Davis & Autin, 2020). FA is often described as an assessment for learning (Stiggins et al., 2006). Benjamin Bloom is considered the precursor of FAs (Pinchok & Brandt, 2009), with his concept of mastery learning (Bloom & Carroll, 1971), which included the following stages: "initial assessment, feedback, corrective instruction, and additional assessment" (Davis & Autin, 2020, p.56). ...
This study aimed to investigate whether digital learning paths (DLPs) could be used as a basis for producing engaging English grammar microlessons at secondary school level, and whether this microlesson format could reignite learners' enthusiasm for English grammar and improve their long-term language proficiency. Therefore, the study used a mixed methods research design with an online questionnaire containing quantitative and qualitative questions. Data was collected using a Google Forms questionnaire that contained 14 multiple-choice questions. Students completed the questionnaire anonymously on their tablets immediately after DLP-supported English grammar lessons. Altogether there were 40 participants. The results showed that DLP-based microlessons should ideally be ten minutes long and include one or two interactive exercises, multimedia grammar explanations and formative assessment opportunities. It was also found that most students thought that such micro-lessons could rekindle their interest in learning English grammar and improve their English language skills over time.
... Този стрес може да намали работоспособността на мозъка и да влоши когнитивните функции, включително способността да се запаметяват и анализират информация [10]. Съвместните усилия на учителите относно съгласуването на изпитванията може да подобри общата учебна атмосфера и да предостави по-ефективна подготовка за предстоящите изпити [8] [23]. Така се осигурява по-добра оценка на знанията и уменията на учениците. ...
According to the current curricula in the subject of Computer Modelling and Information Technology between the 5th and 7th grades, there are classes for summarizing the knowledge acquired through project work. The Grade 7 annotation states that the focus is on the development of project work skills in data manipulation using computer word processing, spreadsheet software, computer presentation, and script text programming languages. It is standard practice for teachers to leave this activity for the end of the school year and to present it to students as an “annual project”. The authors’ experience shows that sometimes certain omissions occur in the organization and defence of such projects. This article describes the most common challenges that teachers
have faced, and outlines strategies to deal with them. Sample rubrics and a report card rubric for formative and summative assessment are provided. The common validity of most of the proposed solutions makes them applicable to other subjects.
... Finally, Levy and Levy (2022) provide eight strategies adapted from the work of Stiggins et al. (2004), to assess for learning, which shapes a deeper understanding and relationship with God than assessment of learning; (1) Provide a clear and understandable vision of the learning target, (2) Examine examples of strong and weak work with students, (3) Provide descriptive feedback, (4) Teach students to selfassess and set goals, (5) Design lessons to focus on one skill, concept, or strategy at a time, (6) Teach students focused revision, (7) Engage students in self-reflection and let them keep track of their progress, (8) Use assessment information to refine curriculum and guide instruction. ...
The current research utilized a modern word cloud tool to assess the effectiveness of course objectives and outcomes of a community-engaged learning and core curriculum course at a private Catholic University. The foundational course revolves around social justice using the setting of sport and physical activity. Beginning with a final reflection of the course and inserting data into word cloud
tool, results indicate that this assessment technique offered insight into future enhancements of college course assessment by breaking down and focusing on specific words or phrases that may or
may not be meeting the needs of the instructor and students.
... Research-based lab courses provide training and experience in research to undergraduate students but assessing student progression towards research expertise can be challenging. Many published CURE assessments focus on either students' perceptions of their experiences and abilities, measuring specific skills or concepts, or are time intensive to score (Stiggins, 2004;Duckworth and Quinn, 2009;Creamer et al., 2010;Sirum and Humburg, 2011;Deane et al., 2014;Lopatto et al., 2014;Makarevitch et al., 2015;Hanauer et al., 2016;Zelaya et al.. 2022). Card-sorting tasks have the potential to provide a generalizable and scalable assessment tool that could be used across diverse laboratory course structures, research projects, and student level to measure expert-like thinking in research. ...
Undergraduate research and laboratory experiences provide a wide range of benefits to student learning in science and are integral to imbed authentic research experiences in biology labs. While the benefit of courses with research experience is widely accepted, it can be challenging to measure conceptual research skills in a quick and easily scalable manner. We developed a card-sorting task to differentiate between novice and expert conceptualization of research principles. There were significant differences in the way faculty/postdocs, graduate students, and undergraduate students organized their information, with faculty/postdocs more likely to use deep feature sorting patterns related to research approach. When provided scaffolding of group names reflecting expert-like organization, participant groups were better able to sort by that organization, but undergraduate students did not reach expert levels. Undergraduates with Advanced Placement experience were more likely to display expert-like thinking than undergraduates without Advanced Placement Biology experience and non-PEER (persons excluded because of their Ethnicity or Race) students displayed more expert-like thinking than PEER students. We found evidence of undergraduates in various stages of development toward expert-like thinking in written responses. This card-sorting task can provide a framework for analyzing student's conceptualizations of research and identify areas to provide added scaffolding to help shift from novice-like to expert-like thinking.
This study is an exploration of the implementation of formative assessment in singing teaching by teachers in Macao. We applied convergent mixed methods, and the research questions focused on the current implementation of formative assessment (strengths and weaknesses). Quantitative data (N=57) was collected through questionnaires adapted from Ramsey and Duffy (2016), and qualitative data (N=9) was collected through semi-structured interviews. Both types of data were collected from in-service local music instructors who teach music in secondary schools. Subsequently, both sets of data were compared side-by-side through a matrix to address the research questions. The results suggest that: a) teachers applied all five strategies of formative assessment from Thompson and Wiliam’s (2007) framework, albeit with varying frequencies; b) teachers prioritized skill targets and technical accuracy over expressive qualities; c) performance assessment dominated singing classes, while questioning was more common in other settings; d) the strengths of formative assessment implementation could be found in the clarification of learning intentions and criteria for success, and also in feedback that propelled learners forward, eliciting the learning evidence, and mobilizing students as the owners of their own learning as well as that of their peers’. Weaknesses in practice were identified, and several strategies are suggested for further improvement. Applying such strategies could increase formative assessment’s effectiveness in singing lessons in Macao.
Academic writing has been a widely substantial course in higher education as it plays a vital role in cultivating students’ academic writing skills. Drawing on qualitative descriptive study, this study aims to explore the fundamental requirements for academic writing to base the creation of an effective learning framework. Data consisted of teaching materials, semester learning plan (SLP), assessment tools, and guidelines for academic writing from three universities in Surakarta, Central Java, Indonesia. Findings reveal that learning materials and the SLP have both strengths and weaknesses. Despite these, there is diversity in learning and assessment methods. Adopted teaching methods encompass project-based learning, problemsolving, and lectures, while learning assessment includes portfolio techniques, project assessment, and written exams. These findings provide insight into the imperative of academic writing in the academic setting. This serves as a basis for the development of more effective learning methods. Thus, the proposed model for academic writing adopts a project-based approach to improve students’ writing by integrating indigenous wisdom to promote students' character development.
In the era of rapid technological advancement and growing awareness of our planet’s fragility, the convergence of pedagogy, sustainable development, and information technology stands as a pivotal crossroad in shaping the future of education. The title “Pedagogical Paradigm Shift: Rethinking Education for Sustainable Development” encapsulates the profound transformation that our educational systems must undergo to prepare the upcoming generations for the complexities of a dynamically changing world.
Κύριος στόχος της εργασίας ήταν να μελετηθεί ο βαθμός επίδρασης της χρήσης των τεχνολογιών κατά την εκπαιδευτική διαδικασία με κέντρο βάρους τα μαθησιακά αποτελέσματα και να γίνει διερευνητική προσέγγιση σε συνάρτηση με αντιλήψεις εκπαιδευτικών της δευτεροβάθμιας εκπαίδευσης, ούτως ώστε να διερευνηθεί κατά πόσο θα μπορούσε η παράμετρος αυτή να συνδεθεί με την αξιολόγησή τους. Έγινε βιβλιογραφική ανασκόπηση για τις τεχνολογίες σε σχέση με τα μαθησιακά αποτελέσματα, τις τεχνολογίες στα σχολικά περιβάλλοντα μάθησης και την αξιοποίησή τους στη μαθησιακή διαδικασία και αξιολόγηση. Το έναυσμα για αυτή την μελέτη δόθηκε όταν εκπαιδευτικοί, μέσα από ποιοτική έρευνα που διεξήχθη στο πλαίσιο διδακτορικής διατριβής με θέμα την Συγκριτική Προσέγγιση της Αξιολόγησης των Εκπαιδευτικών με Στοιχεία και Επιρροές από τον Ιδιωτικό Τομέα εξέφρασαν δηλώσεις ως προς τη χρήση των τεχνολογιών κατά τη μαθησιακή διαδικασία, που σχετίζονται, μεταξύ άλλων, με τα μαθησιακά αποτελέσματα. Εκπαιδευτικοί συνδέουν την αξιοποίηση των τεχνολογιών στη διδασκαλία με τα μαθησιακά αποτελέσματα, τον τρόπο που ανταποκρίνονται κατά τις προσπάθειες που καταβάλλονται για την υλοποίηση των στόχων τους, την επαγγελματική ανάπτυξη και τις επαγγελματικές τους προσδοκίες. Αναδεικνύεται η σημαντικότητα της χρήσης της τεχνολογίας στην εκπαιδευτική διαδικασία ως κριτήριο αξιολόγησης, καθότι μπορεί να διαφανεί η αποτελεσματικότητα των εκπαιδευτικών κυρίως σε ό,τι αφορά τα μαθησιακά αποτελέσματα.
المستخلص:
يهدف هذا الدليل إلى تقديم إطار شامل لتدريس المهارات اللغوية باستعمال مدخل الذكاءات المتعددة، ويسعى إلى تعزيز التعلم الفعال عن طريق مراعاة الفروق الفردية وأنواع الذكاء المختلفة لدى المتعلمين.
يستعرض الدليل نظرية الذكاءات المتعددة التي اقترحها هاورد غاردنر، والتي تسلط الضوء على وجود أنواع مختلفة من الذكاء، مثل الذكاء اللغوي-اللفظي، والمنطقي-الرياضي، والموسيقي، والجسدي-الحركي، والمكاني، والشخصي. ويقدم الدليل أمثلة وتوصيات عملية لتصميم الدروس والأنشطة التي تلبي أنواع الذكاء المختلفة.
التوصيات:
التدريب المستمر للمعلمين لمواكبة أحدث الاتجاهات والممارسات في تدريس المهارات اللغوية باستعمال مدخل الذكاءات المتعددة.
تحقيق توازن بين التعلم وجهاً لوجه وعبر الإنترنت، مع استخدام التكنولوجيا كمكمل للتفاعلات الإنسانية والنقاشات الصفية.
اعتماد نهج شامل للتقويم، بما في ذلك التقويم التكويني والتجميعي والذاتي ومن قبل الأقران.
اختيار الأدوات التكنولوجية المناسبة التي تشجع المشاركة والتعلم العميق وتلبي الاحتياجات الفردية للمتعلمين.
تشجيع التعلم التجريبي والتعلم القائم على المشاريع والتعلم عن طريق اللعب والاستكشاف.
المقترحات:
إجراء مزيد من البحث حول تأثير التكنولوجيا على التعلم اللغوي وأفضل الممارسات لدمجها في الفصل الدراسي.
دراسة فعالية التعلم المختلط وتأثيره على التعلم اللغوي.
استكشاف أنواع الأنشطة التجريبية الأكثر فعالية وتأثيرها على التعلم اللغوي.
ونأمل أن تكون هذا الدليل موردًا للمعلمين والباحثين الذين يسعون إلى تحسين ممارساتهم التعليمية وخلق بيئات تعليمية فاعلة.
الكلمات المفتاحية: دليل المعلم، المهارات اللغوية، الذكاءات المتعددة.
A teacher's guide to teaching language skills:
adopting the multiple intelligences approach
Dr. Alaa ABDULKHALEQ HUSSEIN
Alaa.Abdulkhaleq@colaw.uobaghdad.edu.iq
Abstract:
This guide aims to provide a comprehensive framework for teaching language skills using the multiple intelligences approach and seeks to enhance effective learning by considering individual differences and different types of intelligence among learners.
The guide reviews the theory of multiple intelligences proposed by Howard Gardner, which highlights the existence of different types of intelligence, such as linguistic-verbal, logical-mathematical, musical, bodily-kinesthetic, spatial, and interpersonal. The guide provides practical examples and recommendations for designing lessons and activities that meet different types of intelligence.
Recommendations:
Continuous training for teachers to keep pace with the latest trends and practices in teaching language skills using the multiple intelligences approach.
Striking a balance between face-to-face and online learning, while using technology as a complement to human interactions and class discussions.
Adopting a comprehensive approach to assessment, including formative, summative, self- and peer assessment.
Choose appropriate technological tools that encourage engagement and deep learning and meet the individual needs of learners.
Encourage experiential learning, project-based learning, and learning through play and exploration.
Suggestions:
Conduct further research on the impact of technology on language learning and best practices for incorporating it into the classroom.
Studying the effectiveness of blended learning and its impact on linguistic learning.
Explore the types of experiential activities that are most effective and their impact on language learning.
We hope that this guide will be a resource for teachers and researchers seeking to improve their teaching practices and create effective learning environments.
Keywords: teacher's guide, language skills, multiple intelligences.
Η ανατροφοδότηση του εκπαιδευτικού αποτελεί μια σημαντική πτυχή στη διαδικασία της διδασκαλίας και της μάθησης, αφού μπορεί να περιγράψει αντικειμενικά την απόδοση του εκπαιδευόμενου, να ενισχύσει τη συμμετοχή των μαθητών, τα κίνητρα και να τον οδηγήσει στη βελτίωση της ακαδημαϊκής του επίδοσης. Η έρευνα αναφορικά με την εφαρμογή της ανατροφοδότησης στην εκπαίδευση έχει καταγράψει σημαντικά παιδαγωγικά οφέλη τόσο σε διδακτικό όσο και μαθησιακό επίπεδο. Η παρούσα εργασία παρουσιάζει τα αποτελέσματα μιας συστηματικής βιβλιογραφικής ανασκόπησης από 22 έρευνες, που καταγράφηκαν στην πρωτοβάθμια (n=7) και τη δευτεροβάθμια εκπαίδευση (n=15) τη χρονική περίοδο 2013-2023 και αξιολόγησαν τη συμβολή της ανατροφοδότησης του εκπαιδευτικού στην ακαδημαϊκή επίδοση των εκπαιδευόμενων. Η ανασκόπηση μεθοδολογικά βασίστηκε στην αναθεωρημένη δήλωση PRISMA 2020 και η επιλογή των ερευνών έγινε βάσει ποιοτικών κριτηρίων και ελέγχου επιπέδων. Τα αποτελέσματα έδειξαν πως οι περισσότερες έρευνες κατέγραψαν σημαντικά οφέλη από την εφαρμογή διαδικασιών πολλών ειδών ανατροφοδότησης στη βελτίωση των ακαδημαϊκών επιδόσεων των μαθητών σε όλα τα μαθήματα γενικότερα, βελτίωση των βαθμών, αύξηση αυτορρύθμισης, αυτοεκτίμησης και κινήτρων, μείωση του άγχους και δεκτικότητα εκπαιδευτικών και εκπαιδευόμενων. Η πλειοψηφία των ερευνών αφορούν μαθήματα θετικής κατεύθυνσης, όπως τα Μαθηματικά, η Χημεία, η Φυσική και η Πληροφορική, αξιοποιώντας κατά κύριο λόγο την οιονεί πειραματική παρέμβαση.
The study’s main purpose was to the examine assessment skills, practices, and utilization of assessment tools of 534 Secondary School Teachers in the Division of Zambales for the school year 2021-2022. Descriptive research design was used to assess the perception of the teachers in utilizing classroom assessment skills, practices and tools to monitors students learning and their performance inside the classroom. Descriptive (frequency, percentage and mean) and inferential statistics (Pearson r and ANOVA) were utilized for the analysis and interpretation of data. Major results showed that teacher-respondents utilized in the study have doctorate units, teaching science subject, with few seminars/trainings attended related to classroom assessment, they have more than enough teaching experiences. The teacher-respondents perceived they were very skillful in using classroom assessment. The teacher-respondents perceived they had always done classroom assessment practices and often utilized traditional and authentic assessment. There was no significant difference on the perceived level of agreement of teacher-respondents with the use of classroom assessment skills. There was no significant difference on the perceived level of agreement of teacher-respondents with the use of classroom assessment skills. There was a significant difference on the use of classroom assessment tools among secondary school teachers. There was a significant relationship on the use of classroom assessment skills and the classroom assessment practices. There was a significant relationship between the utilization of assessment tools and the classroom assessment skills. In light of the findings, it is recommended that the teacher may use the findings of the pretest to alter and update instructions before a unit of study, determine which pupils need additional practice, and adapt and revise instructions as needed. Teachers may utilize classroom assessment skills and practices to check on students' comprehension of ideas and a variety of assessment tools, including traditional and authentic assessment to obtain evidence on students' learning. School administrators should work with other stakeholders and ensure that teachers are sent for in-service training or workshops in assessment on a regular basis to make certain that they maintain current classroom assessment skills. Department of Education and curriculum planners may provide teachers with more comprehensive assessment tools to address the needs of students who are at risk of falling behind and equip teachers with traditional and authentic assessment tools to measure a broader variety of competencies. Further research can be conducted on other areas of assessment which are not included in this study.
المجلة الأردنية في العلوم التربوية
This article was written to help readers understand the results of reading activities and the abilities and obstacles experienced by students during the learning process. understand the results of monitoring achievement activities and abilities and obstacles experienced by students during the learning process. Monitoring is the routine data collection and process of targeting program targets that emphasizes the process and core of change. program target-targeting process that emphasizes process and kernel changes. the quality of the services we purchase while also keeping an eye on our accounts of what is done.
Buku ini, berjudul "Menemukan Jalan Baru: Transformasi
Pendidikan di Era Digital", mengajak Anda untuk menjelajahi dunia
pendidikan yang terus berkembang dan menemukan langkah-langkah
baru
yang diperlukan untuk menghadapi tantangan serta
memanfaatkan peluang yang ditawarkan oleh era digital.
Transformasi pendidikan bukanlah sekadar konsep, tetapi sebuah
keharusan dalam menghadapi dinamika zaman yang terus berubah.
Teknologi digital telah merambah ke berbagai aspek kehidupan kita,
termasuk dalam ranah pendidikan. Namun, bagaimana kita
mengintegrasikan teknologi ini secara efektif dan bermanfaat bagi
proses pembelajaran?
Buku ini tidak hanya mengulas perubahan teknologi dalam
pembelajaran, tetapi juga membahas mengapa transformasi pendidikan
diperlukan, landasan teoritis yang menjadi dasar integrasi teknologi
dalam pembelajaran, hingga strategi dan tantangan dalam implementasi
pembelajaran digital. Pembaca akan diajak untuk memahami peran
kritis teknologi dalam membentuk metode pengajaran yang lebih
adaptif, kreatif, dan relevan dengan kebutuhan masa depan.
Melalui buku ini, diharapkan pembaca dapat memperoleh wawasan
yang mendalam tentang bagaimana pendidikan dapat bertransformasi
secara signifikan di era digital ini. Langkah-langkah konkrit, studi kasus
inspiratif, serta pemikiran-pemikiran inovatif di dalamnya akan menjadi
panduan bagi para pendidik, pemangku kepentingan pendidikan, dan
siapa pun yang peduli dengan masa depan pendidikan.
For graduate students, writing a thesis can be extremely stressful and demanding. It may also have an impact on their self-perception, drive, and perseverance. Giving feedback is one of the most important methods of promoting learning and motivation. For thesis writers, receiving feedback from experts provides a chance to check their progress and keep going. This policy brief focuses on sharing the results of a qualitative study that explored the lived experiences of thesis writers when receiving feedback from experts and how it influences their motivation. In addition, it highlights the proposed mental health intervention for thesis writers. This intervention can play a vital role in addressing students' concerns and mental health challenges usually encountered during the thesis writing process.
Over the past three decades, policy and professional standards have repeatedly called for teachers to integrate assessment continuously across their practice in various ways to identify, monitor, support, evaluate, and report on student learning. Educational researchers have conceptualised and operationalised multiple constructs to understand teachers’ classroom assessment practice, including assessment competency, assessment literacy, and later, assessment capability and assessment identity. The result of these multiple constructs presents a constellation of assessment discourses, which have influenced contemporary educational policies and professional development practices across systems, shaping understandings of teachers’ assessment work. This chapter critically maps the constellation of assessment capacity discourses through a scoping review methodology to examine how these related discourses have been conceptualised for preservice or in-service teachers. Across the chapter, the evolution of each construct is analysed over time (i.e., since the introduction of the construct into peer-reviewed literature) and space (i.e., geography), and in consideration for how the constructs contribute towards a current view of teachers’ assessment work today.
The assessment of and for learning is one of the most critical knots for the teachers. We know that when an assessment task involves more complex and integrated skills, such as the development of a project, research, or a portfolio, if teachers carry out they well as an assessment process and not as isolates tasks, they generate deeper learning in students. The knowledge about assessment, its application in classroom practices and the assurance of the underlying ethical principles, constitute what has been called assessment literacy. In this chapter, the evolution of the conception of evaluation in the classroom is reviewed through time and the ethical principles of evaluation are analyzed through some examples that help to clarify its meaning in the classroom.
The investigation and understanding of the process of assessing translation quality in translation courses have attracted some attention. However, only a few studies have explored general assessment (GA) and specialised Translation Quality Assessment (TQA) practices used by different translation instructors. This study explores the assessment practices of 98 faculty members of the translation departments of various universities in Arab countries. In this exploratory study, data were collected using an adapted version of the Approaches to Classroom Assessment Inventory instrument. In addition, the authors designed a Translation Quality Assessment Practices Inventory aimed specifically for the investigation of TQA practices adopted by the faculty members. Data collected from the three-part survey were subjected to descriptive statistics, exploratory factor analysis, one-way analysis of variance, an independent samples t-test, and the chi-square test. The study reveals that the participants highly endorsed GA and TQA practices equally. The results indicate that three major TQA themes are particularly prioritised: the significance of errors; the use of particular assessment methods; and the primacy of objectivity. This research shows that there is an urgent need for more training aimed at improving TQA literacy among faculty members teaching translation courses. It contributes to the efforts to improve translation training and to design more effective curricula.
ResearchGate has not been able to resolve any references for this publication.