Alternative Assessment Practices Research Articles

Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method

In recent years, academia has begun recognizing the necessity of integrating innovative assessment methods into academic courses. Nevertheless, initiatives to introduce alternative assessment practices may encounter resistance, despite the strong pedagogical rationale behind it. This research was conducted following a workshop titled “Make Games, Not Exams,” which aimed to introduce higher education instructors to an alternative method of assessing academic course achievements through student-generated online quiz games. The primary objective was to explore the instructors’ attitudes toward the assessment method introduced in the workshop and their willingness to integrate it into their courses, two months after the program’s conclusion. The study utilized a qualitative approach involving the participation of 10 instructors who took part in the workshop. The results revealed that only half of the instructors were willing to incorporate this method into their teaching. Most instructors agreed with the pedagogical rationale for using digital game generators as assessment tools. Nevertheless, they expressed reluctance to adopt this method primarily due to resistance to change, the time investment required, concerns about the compatibility of games with academic content, and apprehensions regarding evaluating student outcomes. Institutional support and peer influence were also noted as barriers. These findings suggest that integrating such an innovative approach demands a prolonged commitment involving ongoing exposure and consistent support for instructors within the institutional context.

Large language models for sustainable assessment and feedback in higher education

Nowadays, there is growing attention on enhancing the quality of teaching, learning and assessment processes. As a recent EU Report underlines, the assessment and feedback area remains a problematic issue regarding educational professionals training and adopting new practices. In fact, traditional summative assessment practices are predominantly used in European countries, against the recommendations of the Bologna Process guidelines that promote the implementation of alternative assessment practices that seem crucial in order to engage and provide lifelong learning skills for students, also with the use of technology. Looking at the literature, a series of sustainability problems arise when these requests meet real-world teaching, particularly when academic instructors face the assessment of extensive classes. With the fast advancement in Large Language Models (LLMs) and their increasing availability, affordability and capability, part of the solution to these problems might be at hand. In fact, LLMs can process large amounts of text, summarise and give feedback about it following predetermined criteria. The insights of that analysis can be used both for giving feedback to the student and helping the instructor assess the text. With the proper pedagogical and technological framework, LLMs can disengage instructors from some of the time-related sustainability issues and so from the only choice of the multiple-choice test and similar. For this reason, as a first step, we are designing and validating a theoretical framework and a teaching model for fostering the use of LLMs in assessment practice, with the approaches that can be most beneficial.

Formative Assessment Practices and its Influence on Students’ Learning and Achievement in Biology: Lessons from a Selected Community Secondary School in Moshi, Tanzania

This qualitative study explored current teachers’ formative assessment practices in Biology classrooms and how these practices influence performance in the subject. The study employed a case study design in a single selected community ordinary-level secondary school in Moshi municipality. It purposively involved two Biology teachers and twenty students selected from classes that do not have national examinations. Data were collected through semi-structured interviews with teachers, classroom observations, and focus group discussions with the students, as well as a review of students’ exercise books. The data were transcribed verbatim, then coded and themes generated through interpretive phenomenological analysis. The findings showed that teacher’s oral questioning dominated the assessment practices. Other strategies such as peer assessment, student-student interactions, descriptive feedback, and sharing of learning intentions with students seemed to be unfamiliar to the Biology teachers involved. The study recommends among other things, in-service training for teachers on how to employ alternative formative assessment practices during instruction to promote students’ learning and achievement in Biology.

Exploring the Relationship between Classroom Assessment Practices and Social Studies Curriculum Objectives among Teachers in Junior High Schools: A Case Study of the East Mamprusi Municipality in Ghana's North-East Region

The study examined the relationship between Junior High School social studies teachers’ classroom assessment practices and the curriculum objectives of social studies in the east Mamprusi municipal. Sixty (60) Junior High School Social Studies teachers were involved in the study. Data were collected through the administration of questionnaires, interviews and observation with a mixed-method design employed in the study. Results from the study showed that teachers had a negative attitude towards classroom assessment even though they had a positive attitude towards some assessment techniques; the results also revealed that the teachers preferred to use both traditional and alternative assessment practices in their instructions. It was also revealed that teachers do not align their classroom assessment practices with the curriculum objectives of social studies. It was recommended that teachers’ attitudes towards classroom assessment and their assessment practices should be improved (especially regarding assessing attitudes and values). It was also recommended that refresher courses should be organized for teachers already on the field to upgrade their knowledge and skills in educational assessment based on the curriculum objectives.

Alternative Assessment Practices in Higher Education during the COVID-19 Pandemic

The COVID-19 pandemic has significantly disrupted many aspects of life including education and assessment practices in the higher education sectors. Universities worldwide had to adopt new assessment technologies as COVID-19-related restrictions made it impossible to conduct invigilated exams. Therefore, academics had to change their assessment styles, types, and formats to match the new normal. Although online education is a well-established domain where remote assessments are the usual practice, such a sudden shift made it extremely difficult to manage this within such short notice. Alternative assessments, such as online assessments, open-book exams, timed assessments, and online exams, were used as a replacement for traditional face-to-face exams. However, careful consideration and planning were necessary to ensure effectiveness, fairness, and prevention of academic misconduct. This paper examines alternative assessment practices used in different parts of the world, the historical context of invigilated exams, and the impacts of this sudden shift on academics and teaching pedagogy. Additionally, the paper provides recommended strategies to help academics plan assessment design as multi-mode delivery (i.e., hybrid approach offering both in-person and online options concurrently) and assessment practices are likely to continue in the post-COVID world Moving forward, universities must adapt to the changing assessment practices brought about by the pandemic and develop strategies to ensure academic integrity and fair assessment practices. This includes designing assessments that are appropriate for remote delivery, incorporating new assessment technologies, and ensuring that assessments are fair and secure. Furthermore, universities must continue to explore and develop new assessment practices that meet the needs of their students in the changing landscape of higher education.

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

The aim of this study is to explore assessment literacy, to analyse the current assessment practices of teachers in Higher Education (HE) and to understand the need for alternative assessment practices in light of teachers’ reflections. The research employed incidental sampling to select (n=58) HE teachers from a single multidisciplinary university in Maharashtra State, India. A comprehensive literature review on assessment literacy provided the theoretical foundation, and a specialized assessment tool was developed to assess the teachers' assessment literacy level, perspectives, and practices in assessment. Data were collected through voluntary participation and analysed using quantitative and qualitative techniques. The findings revealed that the majority of HE teachers (79%) demonstrated a moderate level of assessment literacy, while 16% exhibited low levels and only 5% showed high levels. Additionally, a discrepancy was observed between the preferred assessment types of teachers and learners, with learners emphasizing active participation and real-world applications, while teachers leaned toward traditional evaluation methods. Participants were found to be literate only in specific aspects such as meaning, basic forms of assessments, and the purpose of educational assessments. Furthermore, teachers minimally acknowledge and have a lesser preference for alternative assessment methods, such as article analysis, team projects, case studies, and discussions. Overall findings indicate teachers' lack of knowledge about assessment practices that involve evaluating student performance, fostering collaboration, assessing higher-order thinking skills, and utilizing assessment as a tool for learning and improvement. This research confirms the need for training to enhance teachers' assessment literacy, promoting the adoption of alternative assessment practices in higher education to optimize student learning experiences.

Online Peer Assessment for Learning: Findings from Higher Education Students

Assessment practices in the higher education (HE) context have undergone profound changes over recent years, particularly regarding their purpose, strategies, and available resources. This exploratory study seeks to analyze, through the perceptions of HE students, the contribution and adequacy of an assessment for learning strategy, namely, online peer assessment (OPA), inspired by the conceptual framework of the PrACT Model, a framework which aims to contribute to the dissemination of alternative assessment practices. The main data collection technique used was the survey questionnaire and the study participants (n = 16) were students from a higher education institution in Portugal. Results point to the lack of student experience in the practice of OPA and are discussed in conformity with the dimensions of the PrACT framework. OPA is considered, from the student’s perspective, an adequate alternative digital assessment strategy, contributing to student motivation as well as to the development of cognitive, metacognitive, and digital skills.

Students’ Perception of Digital Alternative Assessment Practices in Islamic Studies

Students’ Perception of Digital Alternative Assessment Practices in Islamic Studies

Analyzing Traditional and Alternative Assessment Forms in University Instruction Settings through Planned Behavior Theory

This study aims to investigate the use of traditional and alternative assessments, and the level of valuing assessments, from university instructor perspectives. In addition, it also aims to examine the capability of Ajzen's theory of planned behavior (TPB) at interpreting assessment practices and valuing assessments. A questionnaire consisting of two sections was designed to identify the assessments practiced by the instructor, the valuing assessment level, and the behavioral beliefs and intentions according to Ajzen’s TPB. The sample was comprised of 348 instructors who were randomly chosen from (BAU) in Jordan. The results showed an average-level practice of traditional and alternative assessments, as well as a high level of valuing assessments. There were no statistically significant differences in the practices of traditional and alternative assessments due to the instructor's gender, college, academic rank. In contrast, statistically significant differences were shown in the assessment practices that were based on essay tests, projects, and observations, due to the attended number of training workshops, in the university assessment. Results from a hierarchical linear regression analysis revealed that TPB explained a significant proportion of variance in alternative assessment practices: 43.8% in homework, 28.5% in observation, 21.5% in projects, 14.8% in peer evaluation, and 11% in self-evaluation, which was the lowest. However, behavioral beliefs and intention components contributed highly to the explanation of alternative assessment practices. This study recommends utilizing of TPB to explain the academic practices of university instructors.

Book Review: Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning

This book review of Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning by E. Burns and D. Frangiosa (2021) provides an alternative pedagogical method to assessment that uses a “gradeless” approach to learning for purposes of removing the stress and negative impacts of traditional grading practices while maintaining accountability with equity in mind. In this review, we describe the foundational underpinnings that frame the book and summarize some of the observed benefits as well as challenges faced by the authors who implemented this approach. We provide an overview of the chapters situated in four major takeaways guiding this work: (a) rethinking meaningful assessment, (b) fitting a new gradeless approach into a traditional framework, (c) giving student choice to promote student-centered learning, and (d) strengthening curriculum planning with learning progression checkpoints. This book offers educators and school leaders a practical guide to alternative assessment practices for purposes of improving academic achievement while supporting students’ diverse needs.

Assessment and epistemic (in)justice: how assessment produces knowledge and knowers

ABSTRACT Assessment is often used to promote learning, but the mechanisms of how assessment relates to epistemology – knowledge and knowing – have been scarcely studied and theorised. In this study, we examine students’ epistemic resources in relation assessment in the context of university mathematics education. We draw on the theoretical framework of epistemic injustice in order to understand how assessment produces knowledge and knowers. Using reflexive thematic analysis, we analyse 77 students’ essays about their experiences and ideals of assessment practices. We discuss how the students contributed to co-constructing the dominant status of exams in mathematics - exams were deemed fit to assess mathematical knowledge. At the same time, experiences of alternative assessment practices enabled students to re-define what constitutes valid knowledge and how such knowledge can be demonstrated and assessed. We conclude by noting that developing student-centred assessment practices not only fosters students' learning but also promotes their epistemic resources.

BASIC SCHOOL TEACHERS’ ASSESSMENT PRACTICES IN THE SISSALA EAST MUNICIPALITY, GHANA

<p>This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the classroom assessment practices of teachers and their demographic characteristics that influence their assessment practices. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations, t-test and ANOVA. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted the teachers’ use of assessment methods. It was recommended among other issues that regular in-service training in assessment be conducted for teachers for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0775/a.php" alt="Hit counter" /></p>

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

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

Aligning the principles of assessment for learning to learning in physical education: A review of literature

ABSTRACT Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established. Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes. Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’. Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices. Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.

Conceptions and Alternative Assessment Practice in Malaysian Higher Education

Malaysian government has specifically called for assessment reform in higher education to align with the current needs. In most practices, educators in higher education implemented both of traditional and alternative assessments but lack of empirical studies on alternative assessments. Thus, this study aimed to examine and analyse the assessment conceptions and the alternative assessment practices among educators in one of Malaysia premiere research university. This study randomly selected 118 respondents form three different clusters; Engineering (E), Social Sciences and Humanities (SSH) and Sciences and Technology (ST) to respond to a questionnaire known as Conceptions and Alternative Assessment Survey (CETAS). Based on Rasch Measurement Model analysis using Winsteps, this study found that, regardless of different clustering and level of teaching experiences, educators in this premiere research university shown positive conceptions of assessment and have been frequently practicing various alternative assessment to assess their students learning. As this study only investigate the issue descriptively, it is recommended that future study could examine the correlation between the two constructs; conception (4 dimensions) and practice (8 types of alternative assessment) in the context of other research universities, similarly public and private universities in Malaysia.

Malaysian Public University Lecturers’ Perceptions and Practices of Formative and Alternative Assessments

Successful teaching and learning are highly dependent on assessment as it provides necessary information for making informed decisions in a higher education program. University lecturers should be equipped with skills and knowledge on different methods of evaluation to assess their students effectively. Only few researchers have investigated the assessment methods employed by lecturers in universities in Malaysia. Traditional class-based assessments are the most common mode of assessment although this form of assessment fails to measure students’ learning adequately. This qualitative study aims to determine the level of lecturers’ awareness of the different kinds of assessments at the University Puta Malaysia (UPM). The study sampled 48 lecturers from various faculties at UPM. They responded to a self-reporting questionnaire that required them to indicate their perceived competence in alternative and formative assessments. The result of the thematic analysis revealed that lecturers were utterly aware of formative assessment practices. However, despite the significance of alternative assessments in the learning process, some lecturers were not aware of alternative assessment practices. The implication is that the literacy level of lecturers in alternative assessment methods should be improved. https://doi.org/10.26803/ijlter.19.5.23

Assessing is not a joke. Alternative assessment practices in higher education.

In the context of a general renewal of teaching and learning practices in higher education, specific attention is paid to formative assessment and to the exploration of alternative assessment techniques. This paper presents a study carried out at the University of Florence involving around 200 first-year students in a course where such assessment techniques were adopted. The results showed mixed evidence. Regarding peer-assessment validity, statistical analysis gave a fair level of accordance. As for students’ perception, their concerns about peer- and self-assessment emerged, especially because they understand assessment as a summative and not as a formative practice. Implications are discussed, paving the way for possible future research. Valutare non e uno scherzo. Le pratiche alternative di valutazione nel contesto universitario. Nel quadro di un rinnovamento generale delle pratiche di insegnamento e apprendimento universitarie, un’attenzione particolare e rivolta alla valutazione in ottica formativa e all’esplorazione di tecniche di valutazione alternative. Questo articolo presenta uno studio condotto presso l’Universita di Firenze che ha coinvolto circa 200 studenti del primo anno in un corso dove sono state utilizzate tali tecniche di valutazione. I risultati mostrano evidenze miste. L’analisi statistica ha fornito un giusto livello di accordo in merito alla validita della valutazione tra pari. Dalle percezioni degli studenti emergono invece resistenze verso la valutazione tra pari e l’autovalutazione, soprattutto perche gli studenti interpretano la valutazione come pratica sommativa e non come azione formativa. Le implicazioni di questi risultati vengono discusse nell’ottica di guidare possibili ricerche future.

Survey of assessment and intervention practices for students who speak African American English

Speech-Language Pathologists (SLPs) working with students from culturally and linguistically diverse backgrounds are encouraged to be “familiar with nondiscriminatory testing and dynamic assessment procedures” (ASHA, 2003). Little is known, however, about the extent to which SLPs implement these methods into their clinical practice. The current study explores the assessment and intervention practices used by SLPs in two states in the US for students who speak African American English (AAE), including the types and frequency of clinical practices. 247 SLPs completed an online survey regarding clinical practices for students who speak AAE as well as a questionnaire regarding their knowledge of the linguistic features of AAE. Half of SLPs reported using modified or alternative assessment practices the majority of the time or some of the time for students who speak AAE; however, SLPs reported using modified or alternative treatment practices less often. Modified scoring of standardized assessments and selecting different intervention strategies were the most commonly reported clinical practices. Knowledge of linguistic features of AAE was a significant predictor of the frequency with which SLPs report implementing modified or alternative assessment and intervention practices and SLPs with the highest levels of knowledge of AAE utilize different clinical practices than those with lower levels of knowledge of AAE. Additional information is needed about the most effective clinical practices for students who speak AAE and the barriers SLPs face to implementing nondiscriminatory clinical practices.

The Alternative Assessment of EFL Students’ Oral Competence: Practices and Constraints

This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.

Assessments to evaluate bilinguals: The overdue discussion of the deaf and hard of hearing student population in the United States

AbstractAssessment is a major part of the United States schooling system. Legal requirements make assessment a large part of practitioner responsibilities. The significance of assessment is, even more, the case for special populations such as bilingual hearing and Deaf and Hard of Hearing students, groups that are often the target of concern for English language development delays, differences, and/or disorders. In this article, we discuss the issues around assessing the language of Deaf and Hard of Hearing bilingual students in the United States. We highlight parallels between Deaf Education and hearing bilingual education in regard to language assessment, as well as discuss important distinctions such as the placement of Deaf Education within Special Education and working with two or more language modalities (e.g., signed, spoken, and written). In addition, alternative language assessment practices are discussed. We close this article by proposing ways for practitioners to satisfy legal and field mandates to assess Deaf and Hard of Hearing students while also applying best practices for assessing language skills in bilingual populations.