Learner-centred Assessment Research Articles

Navigating the Moral Compass: Ethical Dimensions in Coach Education

Abstract: This paper critically examines the ethical dimensions and challenges in assessment within coach education, emphasizing the heutagogical approach and the critical role of learner-centred assessment. We explored the complex interplay between different assessment methods - norm-referenced, criteria-referenced, and ipsative - and their ethical implications in the context of varying institutional, programmatic, and individual learner demands. Central to this exploration is the ethical dilemma faced by educators in balancing these competing needs and determining what constitutes 'right' in the domain of assessment. The over-emphasis on the assessment of learning is scrutinized, particularly its focus on meeting predefined standards and competencies through “objective” evaluation. In contrast, assessment for learning is presented as a formative approach that provides continuous insights into the learners' development, enabling educators to tailor their teaching strategies. When educators assess their students' learning, they have a window into the effectiveness of their teaching. The authors endorse the stance that considers assessment as learning, an approach that actively engages learners through self-reflection, goal setting, and direct observation, emphasizing the learning process as part of the outcome.

CREATING EFFECTIVE LEARNING ENVIRONMENT: LEARNER-CENTRED PEDAGOGY, ASSESSMENT AND FEEDBACK PRACTICES AND WEB-BASED TOOLS IN ESP EDUCATION

CREATING EFFECTIVE LEARNING ENVIRONMENT: LEARNER-CENTRED PEDAGOGY, ASSESSMENT AND FEEDBACK PRACTICES AND WEB-BASED TOOLS IN ESP EDUCATION

Recognition of prior learning of English: Test or assess?

Abstract Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities – which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs.

LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION

Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383

Evaluation of assessment skills using essay rubrics in student self-grading at first year level in higher education: a case study

This paper reports on a study in which students self-graded an assessment task with the aid of an assessment rubric. On comparing student selfgrades with those of the tutor it was found that majority (72.6%) of the students failed to demonstrate good self-assessment skills with student grades ranging from 25 less than the tutor grade to an overestimation of 36 above the tutor grade. Consistent with other research studies the results further show that weaker students graded themselves higher than the better performing students. However, there was a tendency for male students to grade themselves higher than female students. Analysis of the qualitative data reveals that students’ feelings about self-grading may play a role in the grades they assign themselves. The author therefore recommends that affective factors need to considered and addressed prior to the self-grading task. Furthermore, it is evident that rubrics alone may not necessarily improve selfgrading and that internalisation of the rubric criteria and standards, as well as practice is crucial. Finally, in order to produce graduates who are able to appraise their performance, selfassessment should be embedded early in the students degree programme and be sustained throughout the degree.Key words: grading, self-assessment, learner-centred assessment, higher education, assessment rubric

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.

Evaluation of an innovative learner-centred assessment program for family medicine residency training

Background/Purpose The Calgary Family Medicine Residency Program introduced its new “Triple-C” competency-based curriculum in 2012 and concomitantly developed and implemented an innovative competency-based assessment program based on current best-practice recommendations. This new assessment program utilizes multiple assessment data including field notes, progress reviews, self-assessments and Entrustable Professional Activities (EPA's). This 2-phase project studies the impact of the implementing this new assessment program at both Resident and Preceptor levels (Phase I) and also the evidence for the reliability, validity and feasibility of the assessment methods chosen (Phase 2). Methods In Phase I of this study, a total of 10 Residents and 16 Preceptors were interviewed to explore their experiences of the new assessment program. Study participants were selected using a purposeful sampling method and interviews completed using a semi-structured interview guide. Interviews were recorded and subsequently transcribed verbatim for thematic analysis. Data from the Phase 1 interviews was used to generate the Phase 2 program-wide survey instrument for use by all Preceptors and Residents. Results Qualitative data from the Phase 1 thematic analysis will be presented. Results include i) implementation issues –barriers and facilitators, ii) Resident and Preceptor perceptions around educational benefits of the new assessment program and its value in promoting learning. Preliminary quantitative data from Phase 2 will also be presented. Conclusions The results this study will help our understanding of how a multi-method, workplaced based assessment program impacts learners and preceptors, and to what extent both learners and teachers accept the legitimacy of these processes.

Institutional Policies on Assessment of Pedagogy and Faculty Classroom Practices: Evidence from 4-Year Colleges and Universities in the United States

This study used a multi-theoretical approach to examine the associations between institutional policies on the assessment of faculty pedagogy and faculty’s use of learner-centred assessment (LCA) practices in their undergraduate classrooms in the United States. We found strong evidence that it was not the number of methods but the types of methods used by institutions to evaluate teaching that were significantly associated with the extent to which faculty use LCA practices in their undergraduate courses. Our results returned conflicting patterns: Assessments that were conducted top-down — those by deans and department heads — were associated with a reduced rate of LCA use in classrooms, whereas assessments that relied on data from students, peers, or faculty themselves were associated with a greater rate of LCA use. Yet, most student-centric methods to evaluate teaching, including the popular use of student evaluations of teaching, were unrelated to the incorporation of effective pedagogy. The pattern of results did not vary significantly across different types of higher education institutions.

Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education

This paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaires. Findings suggest that the most frequent assessment methods are written tests, oral presentations in group and project work. Participants who are assessed by methods which require their active involvement view assessment as a fairer and more effective process than students who are assessed by more traditional methods such as examinations and written tests. However, the idea of conflict in assessment emerged as a key distinctive feature associated with learner-centred assessment methods such as project work and portfolios. Implications of the findings for developing learner-centred methods in higher education are discussed.

The role of learner-centred assessment in postsecondary organisational change

For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it is unclear whether faculty members have embraced it fully. Using data from the 1993 and 2004 administrations of the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centred assessment in two- and four-year colleges in the USA. Findings show increases in use for some assessment techniques over the decade, as well as differences in use by faculty gender, discipline, and institution level. Increases in the use of these techniques may indicate a continued emphasis on learner-centred assessment and thus one aspect of organisational change. Implications for institutional policy are discussed.

Using videotaped objective structured clinical examination as a tool for reflection on communication skills

Reflection is invaluable in the process of lifelong learning. In medical education literature, reflection has been used to address concrete clinical competencies, eg patient and procedural logs and surgical techniques. This paper reports on a pilot project engaging paediatric residents in reflective exercise on communication skills using the videotaped objective structured clinical examination (V-OSCE). The objective of the paper is to assess the exercise's feasibility and usefulness, as well as the learners' perception of the process and their ability to participate. The paper also shares lessons learned about instituting reflection on communication skills into the residency training curriculum, and discusses remaining challenges. Finally, the paper offers observations about the unique experience of international medical graduates as they engage in learner-centred assessment.

Using videotaped objective structured clinical examination as a tool for reflection on communication skills

Reflection is invaluable in the process of lifelong learning. In medical education literature, reflection has been used to address concrete clinical competencies, eg patient and procedural logs and surgical techniques. This paper reports on a pilot project engaging paediatric residents in reflective exercise on communication skills using the videotaped objective structured clinical examination (V-OSCE). The objective of the paper is to assess the exercise's feasibility and usefulness, as well as the learners' perception of the process and their ability to participate. The paper also shares lessons learned about instituting reflection on communication skills into the residency training curriculum, and discusses remaining challenges. Finally, the paper offers observations about the unique experience of international medical graduates as they engage in learner-centred assessment.

The Impact of Assessment on Student Learning

In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students’ learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment.