Classroom-based Assessment Research Articles

Classroom-Based Assessment Practices of EFL Students’ Grammatical Ability at the American-Mideast Educational and Training Services (Amideast): An Insight

The aim of the current study is to provide an insight into the assessment practices used by a group of EFL teachers when teaching grammar at the pre-intermediate level (A2) in the intensive English Language program at Amideast-Yemen in Aden. The present study used both descriptive qualitative and quantitative approaches. Qualitative data was collected through semi structured interviews conducted with 11 teacher-participants as well as through the analysis of six grammar quiz papers prepared by the teachers. Furthermore, to investigate students’ perception toward how they were assessed, quantitative data was obtained through a questionnaire administered to 72 EFL students. The research results revealed that teachers had a good understanding of what effective assessment practices were and they used their knowledge to track their students’ grammatical ability progression. Analysis of the grammar quiz papers showed that there is some need for improvement in the design of the questions. Finally, the questionnaire administered to the students indicated a level of satisfaction among the students regarding the way their teachers assessed their grammatical ability.

Implementation of Classroom-Based Assessment in Malaysia

Implementation of Classroom-Based Assessment in Malaysia

Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices

Classroom-based assessment (CBA) is an approach for learning improvement that has been advocated as having strong potential in enhancing learner autonomy of young language learners (YLLs). This study investigated Chinese primary school English as a foreign language (EFL) teachers' beliefs about CBA, their assessment practices, and the relationship between their CBA beliefs and practices. Drawing on data from a survey of 195 Chinese primary school EFL teachers, results showed that the teachers positively believed in the value of various CBA processes, including planning assessment, collecting learning evidence, making professional judgments and providing appropriate feedback, and they also attempted to enact these assessment practices; belief-practice alignment was also identified, showing that teachers' beliefs about CBA were significant predictors of their assessment practices. Implications are provided for promoting the implementation of CBA for YLLs in similar contexts.

Peer-learning in Young Learners English Speaking Tasks: An Ecological Analysis

The study examined English teachers’ agentive actions in a speaking assessment when utilizing students’ talks as model of responses to promote peer- learning. This instrumental case study views teacher agency on assessment from an ecological perspective, emphasizing the quality of teachers’ engagement in their environment. The study involved four primary English teachers teaching Year 5 and Year 6. The data were collected through classroom observations, audio-stimulated verbal recall interviews, and field notes. The data were analyzed thematically in nVivo12Pro software, where the themes were identified through the repetition of keywords. Co-coding, back-translation, and participant validation were employed to achieve the trustworthiness and reliability of the data. The study revealed that peer-learning was facilitated following the teachers’ understanding of their ecological contexts, i.e., the emerging problems during the assessment and the students’ assessment needs. The four teachers exercised their agentive actions by assigning the More-Proficient Students (MPS) to perform a speaking talk, from which the Less-Proficient Students (LPS) could learn, and utilized the MPS’ talks accordingly. The study findings strengthened the importance of teachers’ engagement with their ecological contexts when determining agentive actions. In addition, the study shows an interplay between theories of classroom-based assessment, teacher agency, and English for young language learners to promote peer-learning. This study has implications for relevant stakeholders about providing better supports for teachers exercising their agentive roles in facilitating students’ learning.

Exploring Teachers’ Awareness Level Concerning Classroom-Based Assessment (PBD) in Rural Primary Schools located in Julau, Sarawak

Classroom-Based Assessment (PBD) is a continuous assessment of the Teaching and Facilitating (PdPc) rocess to gather details on the students’ development, progress, competence, and achievement in the goals of the mandated curriculum. The students’ performance are evaluated and measured holistically in the Classroom-Based Assessment (PBD). Thus, the purpose of this study is to explore teachers’ awareness level about implementing Classroom-Based Assessment (PBD) in low enrollment schools in rural areas based in Julau, Sarawak. The respondents of the study are 38 primary school teachers from three rural schools in Julau, Sarawak. A set of digital questionnaires was used as a data collection instrument. The descriptive data were analysed using The Statistical Package for Social Sciences (SPSS 26.0) involving frequency, percentage, and mean score. The study's findings showed that the teachers’ awareness level of implementing Classroom-Based Assessment (PBD) from the rural primary schools in Julau, Sarawak is at a very high level.

English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers’ classroom-based assessment literacy.

Developing English teachers' language assessment literacy in an EAP reform context through test design: A case study

As the English for Academic Purposes (EAP) reform in China calls for a corresponding reform in assessment to better serve the changing English curriculum, this case study investigates how three EAP teachers' language assessment literacy (LAL) was improved through developing EAP diagnostic tests while engaging themselves in classroom-based assessment and professional development. The scores of teacher-designed EAP writing tests were analyzed through the reliability and validity indexes to show the improvement in the test quality, serving as an indicator of teachers' LAL development. Further evidence of teachers' improved LAL was from student interviews in which students reflected on the effectiveness of EAP instruction and the quality of the teacher-designed EAP tests, and from teacher reflections in which teacher participants reported on their increased confidence in developing classroom-based assessments and designing the diagnostic EAP tests, through nine-month's test-writing practice and participation in professional workshops on assessment. This study presents a case to show how the process of test design, implementation, evaluation, and modification, together with professional workshops and classroom-based assessment, benefits EAP teachers' LAL improvement and professional development.

Pengaruh Penerapan Penilaian Berbasis Kelas Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Akidah Akhlak

This research is motivated by the teacher's assessment of student learning this is caused by the number of teachers assessing student learning outcomes using creative assessment, meaning that the success of religious education is solely based on a compassionate assessment, who has attended the lesson is considered to understand it. This study aims to apply classroom-based assessment to student learning outcomes. The method used in this research is descriptive method, technical analysis used in this research is validity test, reliability test and hypothesis testing. The population in this study were all students of MA Al Fajar Kalapadua while the research sample was taken from class X students of MA Al Fajar Kalapadua as many as 39 students. From the test results obtained ro (calculated) of 0.94 and the price of rt (table) by taking a significance level of 5% of 0.346. Because the value of ro (count) rt (table), then Ha is accepted and Ho is rejected. So it can be concluded that there is a significant correlation between the application of class-based assessment to student learning outcomes in learning aqidah morality.

Assessment as Learning: How Does Peer Assessment Function in Students' Learning?

Peer assessment (PA) is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning. However, research into the learning processes in peer assessment is scarce both in theory and in practice, making it difficult to evaluate and pinpoint its value as a tool in assessment as learning (AaL). This study focuses both on the learning process and outcome through assessment activities. We set out with three goals in mind: (1) to examine students' assessment performance in context, (2) to evaluate its impact on student progress, and (3) to illuminate teachers on organizing assessment activities. Three specific research questions are answered in this study: (1) How do student raters perform in the process of PA in an advanced English class? (2) To what extent do assessment activities influence the students' speaking ability? (3) What are students' perceptions of PA regarding its benefits and caveats? A total of 29 undergraduate students participated in two assessment activities on argumentative speaking. Many-Facet Rasch Model analysis was conducted to measure the rater effects both at the group level and the individual level. Bias/interaction analyses were performed to diagnose rater behavior in different contexts including the rating session, speaking session, and peer assessment vs. self-assessment. Questionnaire and semi-structured interview data were also collected to explore factors and strategies that could interfere with PA as AaL. Results show that students exhibited stable rating behavior and made progress in argumentative speaking in all dimensions, including delivery, organization, and language use. They are more stringent with themselves than with peers although there is one rare case with a bias against peers. Participants acknowledged the benefits of PA but also shared reasonable concerns in practice. This study validated the feasibility and the effectiveness of PA for student learning. Discussion on findings and guidelines for effective implementation of PA as AaL are provided.

Online Classroom-based Assessment (CBA): Primary School Teacher Readiness and Challenges

Online Classroom-based Assessment (CBA): Primary School Teacher Readiness and Challenges

Assessing electrodiagnostic skills among residents and fellows: Relationships between workplace-based assessments using the Electromyography Direct Observation Tool and other measures of trainee performance.

Graduate medical education programs must ensure residents and fellows acquire skills needed for independent practice. Workplace-based observational assessments are informative but can be time- and resource-intensive. In this study we sought to gather "relations-to-other-variables" validity evidence for scores generated by the Electromyography Direct Observation Tool (EMG-DOT) to inform its use as a measure of electrodiagnostic skill acquisition. Scores on multiple assessments were compiled by trainees during Clinical Neurophysiology and Electromyography rotations at a large US academic medical center. Relationships between workplace-based EMG-DOT scores (n=298) and scores on a prerequisite simulated patient exercise, patient experience surveys (n=199), end-of-rotation evaluations (n=301), and an American Association of Neuromuscular & Electrodiagnostic Medicine (AANEM) self-assessment examination were assessed using Pearson correlations. Among 23 trainees, EMG-DOT scores assigned by physician raters correlated positively with end-of-rotation evaluations (r=0.63, P=.001), but EMG-DOT scores assigned by technician raters did not (r=0.10, P=.663). When physician and technician ratings were combined, higher EMG-DOT scores correlated with better patient experience survey scores (r=0.42, P=.047), but not with simulated patient or AANEM self-assessment examination scores. End-of-rotation evaluations can provide valid assessments of trainee performance when completed by individuals with ample opportunities to directly observe trainees. Inclusion of observational assessments by technicians and patients provides a more comprehensive view of trainee performance. Workplace- and classroom-based assessments provide complementary information about trainee performance, reflecting underlying differences in types of skills measured.

Pengembangan Asesmen Berbasis Google Classroom pada Mata Pelajaran Instalasi Penerangan Listrik

There are 2 objectives of the research, namely the first to develop an assessment using Google Classroom for the subject of electrical lighting installation for class XI TITL at SMK Negeri 5 Padang and the second, namely to determine the feasibility of a Google Classroom-based assessment in terms of validity and practicality. This type of research is research and development with a 4-D model consisting of 4 stages, namely the definition stage, the design stage, the development stage, and the dissemination stage. The subject of this research is a Google Classroom-based assessment on the subject of Electrical Lighting Installation. This data collection uses a validation sheet given to one lecturer in the Department of Electrical Engineering, Faculty of Engineering, State University of Padang and two teachers of Electrical Lighting Installation subjects at SMK Negeri 5 Padang. Practical data using a questionnaire given to three teachers of Electrical Lighting Installation subjects and twenty students of class XI TITL. Based on the research, data obtained with a validity level of 86.7% for the very valid category and a practicality level of 87.8% for the very practical category. Thus this research has resulted in a Google Classroom-based assessment on the subject of Electrical Lighting Installation which is valid and practical.

Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context

This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.

In-Service University-Level EFL Instructors’ Language Assessment Literacy and Training Needs

The study examined university-level English instructors’ assessment training experiences, classroom-based assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that the instructors had received insufficient training, especially in practical aspects, because they had solely been exposed to assessment concepts and theories in the limited and impractical assessment courses offered to preservice teachers in their universities. Also, they had recurrently failed to put their limited assessment knowledge into practice. Despite this situation, they preferred to get basic rather than advanced assessment training due to personal and contextual constraints. The study bears implications for university English instructors, teacher educators, and university administrators.

Culturally responsive classroom-based assessment A case study of secondary schools in Ireland

This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the findings of the case study are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in the implementation of culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for the practice of culturally responsive assessment, is also relevant to education systems where student populations are culturally diverse. This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions, and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the case study findings are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in implementing culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for culturally responsive assessment, are also relevant to education systems where student populations are culturally diverse.

TEACHER ASSESSMENT LITERACY: INDONESIAN EFL SECONDARY TEACHERS' SELF-PERCEIVED ON CLASSROOM-BASED ASSESSMENT PRACTICE

Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds of assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment are two interrelated that affect each other to a great extent. Undoubtedly, language assessment becomes a more complicated activity in the field of language teaching. The major objective of this study was to describe how EFL secondary teachers’ self-perceived on the basic principles of assessment and their own practice in CBA. This study was conducted in the form of a descriptive survey research. Shim's (2009) survey instrument was adapted to collect data and gathered using an online survey. 48 respondents willingly fulfilled the online survey containing 80 statements concerning classroom assessment procedures. The data obtained were analyzed using descriptive statistics. The findings of the current study revealed that teachers seemed to practice assessment for learning (henceforth AfL), in which most teachers conducted assessments to support students’ learning and used the results as feedback to improve and revise their teaching. The teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. However, a question remains as to whether their classroom practice was excellent. Since most studies have largely reported results on teacher's assessment literacy (henceforth TAL), future programs and research should be directed toward classroom-based research on how the CBAL can improve students' learning and improve the quality of teacher instructions. The implications of the result are expected to provide a clear understanding and theoretical foundations of CBAL.

A Preliminary Study on Classroom Based Assessment for English Speaking Performance Among Year 5 Pupils in An Urban School

Assessing learners’ spoken language can be a complex process especially in assessing a second or foreign language. Appropriate assessment tools are vital as the language is not their mother tongue and the use of the language is also limited. This article presents a preliminary study on the use of Classroom Based Assessment (CBA) with the purpose of identifying young learners’ speaking performance to help teachers determine the interventions needed in the teaching and learning process. The study involved 199 Year 5 pupils at an urban school in Bintulu, Sarawak. Data were collected through document analysis of students’ CBA Speaking Evaluation Form. Findings revealed that 122/199 students (61%) were at low proficiency levels (Band 1-3) and only 28/199 (14%) were at levels 5 and 6. This implies that the CBA managed to determine learners’ proficiency as it is an ongoing assessment. This also implies that CBA is more relevant than the national examination, whereby the assessment was limited to only reading and writing skills.

EFL Teachers’ Use of Classroom-Based Assessment Strategies: Assessment Purposes and Practices

Classroom-Based Assessment plays a fundamental role in any standards-based system of education. Unlike large-scale assessments which focus on measurement, classroom-based assessment, as the foundation for all other types of assessments, aims learning. Despite this prominence, different aspects of it have not received the due attention specifically in EFL context of Iran. To this end, this descriptive survey study sought to examine the purposes, strategies, and procedures lied behind Iranian EFL teachers’ use of classroom assessment. In this study, the data were collected by involving 187 Iranian EFL teachers who completed a questionnaire (adopted from Cheng, Roger, & Hu, 2004). The results revealed that Iranian EFL teachers used assessment with mainly student-centered purposes. In assessing different skills, the teachers’ use of student-administered strategies was more prominent. Finally, varying patterns were reported in their assessment procedures. They also devoted more than 20% of their class time to assessment. Such findings would raise the teachers’ awareness regarding their classroom-based assessment practices as they compare teachers’ assessment strategies and practices across various educational setting.

Teaching Korean as a Foreign Language: Theories and Practices

Teaching Korean as a Foreign Language: Theories and Practices

EAP teachers' knowledge and use of learning-oriented assessment: A cross-contextual study

An emerging approach to classroom-based assessment that has gained increasing attention in the past decade is ‘learning-oriented assessment’, conceptualized as assessment which affords primacy to the learning orientation of classroom assessment, placing particular emphasis on active engagement of learners in assessment and feedback (Carless, 2015; Turner & Purpura, 2015). It is arguably important for EAP practitioners to be informed of and implement innovative approaches to assessment, including learning-oriented assessment. This paper reports on a qualitative study exploring EAP teachers' knowledge and use of learning-oriented assessment (Carless, 2015; Turner & Purpura, 2015) in the contexts of higher education in Canada and Malaysia. After presenting and discussing the comparative findings from the two contexts, we will provide suggestions and implications for EAP teacher training and professional development, which can in turn help inform initiatives to cultivate and enhance EAP teacher assessment literacy across these two contexts and beyond.