Teacher Assessment Research Articles

Multimodality in CLIL assessment: implications for teacher assessment literacy

ABSTRACT Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruction, but little attention has been paid to CLIL assessment, where students’ knowledge is assessed in their less proficient language. It is then worth exploring whether and how CLIL assessment allows students to mobilise multimodal resources to demonstrate their actual learning. Through in-depth individual interviews with 10 purposefully sampled secondary school CLIL teachers in Asian contexts and examining their assessment materials, this study investigates teachers’ perceptions and practices of using multimodal resources in CLIL assessment. It is found that although teachers are aware of the affordance of multimodal resources in making assessment questions accessible to students and mediating students’ content knowledge expression, teachers generally need more systematic knowledge and skills to design effective multimodal assessment tasks, develop multimodal assessment criteria, and provide feedback on students’ multimodal production. These findings have important implications for CLIL assessment design and CLIL teacher assessment literacy.

Can elementary school teachers assess students’ creative problem solving abilities?

The extent to which teacher assessments reflect students' abilities in creative problem solving, i.e., the ability to produce original, complete, and practical ideas, was examined. 610 Dutch students from 4th to 6th grade were assessed with two tasks. The alignment between teachers (N = 26) and trained raters (N = 2) was studied for both absolute assessments and the relative ordering of students' scores. The main finding of this study was that elementary school teachers were able to assess creative problem solving in a relative way. Teachers' creative problem solving assessments were not affected by students’ gender or academic achievement.

PENGEMBANGAN LKPD BERBASIS GUIDED DISCOVERY LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH KELAS XI

This research aims to develop LKPD based on guided discovery learning to improve students' problem solving abilities with the help of geogebra that is valid, practical and effective. This research uses research and development (R&D) research along with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The subjects of this research were 35 students in class XI-MIA 1 SMA Negeri 1 Batang Kuis. The research that has been carried out shows the results that the LKPD is in the valid category, seen from the results of expert validation of the LKPD reaching a percentage of 79%, the RPP reaching a percentage of 81% in the valid category, pre-test and post-test validation with a percentage of 88% and 91% which is classified as very valid. The LKPD was declared practical from the assessment of mathematics teachers and students through a response questionnaire with a percentage of 90% and 84% classified as very practical. The effectiveness of the LKPD is observed from the students' classical completion through the students' pre-test and post-test. There were 30 students who completed the test with a percentage of 86% and an increase in problem solving abilities as measured by the N-Gain calculation, namely with a value of 0.63, which is considered moderate. So that LKPD is effective in further improving students' problem solving abilities. So it can be concluded that the development of LKPD based on Geogebra-assisted Guided Discovery Learning fulfills all parameters in terms of increasing students' problem-solving abilities

DEVELOPMENT OF GEOMETRY MOBILE LEARNING TO ENHANCE STUDENTS' MATHEMATICS LEARNING INTEREST

The development research aims to produce a mobile learning application for geometry to enhance students' interest in learning mathematics. The product encompasses solid geometry materials for 7th-grade junior high school students. The development process follows the ADDIE model: Analyze, Design, Development, Implementation, and Evaluation. The product underwent testing with 7th-grade students at a junior high school in Yogyakarta. Data collection instruments included a questionnaire on students' interest in learning mathematics, a product validation sheet, teacher and student assessment sheets, and an observation sheet on the feasibility of the learning process. These instruments were utilized to measure the validity, effectiveness, and practicality of the developed product. The research findings indicate that: (1) The developed mobile learning application for geometry is presented using Creative Problem Solving syntax, complemented with features such as liveworksheets, Geogebra, instructional videos, Quizizz, and Google Forms, facilitating the enhancement of mathematical creativity. (2) The developed product is declared valid based on the validation results obtained from two media experts and two content experts, with an average Aiken index reaching 0.94 out of the maximum score of 1, categorizing it as "High." The product is assessed as practical based on teacher assessment at 96.55%, student assessment at 71.28%, and an average learning process implementation percentage of 85.83%. The product is also deemed effective due to a significant increase in the variable of students' interest in learning mathematics. Thus, the developed geometry mobile learning application meets the criteria of validity, practicality, and effectiveness.

Development of E-LKPD Based on Problem Based Learning on Excretory System Material for High Schools

Learning carried out using learning tools in the form of printed LKPD makes students easily bored. Lack of use of technology in learning also often makes students less motivated. Therefore, this research aims to develop more innovative learning tools and see their feasibility which will be validated by media experts and material experts. The product developed is a PBL-based E-LKPD on excretory system material. This research was carried out at the Madrasah Aliyah Laboratory in Jambi City. This research is development research (R&D) with the ADDIE development model. Data collection techniques use observation, interviews and documentation. The instruments used were questionnaires and teacher assessment sheets. The trial was carried out on 6 students and 15 students. Material validation was 87.5% in the "very good" category. The media validator assessment was 73.6% in the "very good" category. The biology teacher's assessment was 89.7% in the "very good" category so it can be tested on students. The small group's response was 81.8% in the "very good" category and the large group's response was 88% in the very good category. In this research, the implementation stage is just knowing the students' responses and it is hoped that implementation will be carried out in future research. Thus, it can be concluded that the development of E-LKPD based on Problem Based Learning on Excretory System Material for Class XI Students is suitable for use in the learning process.

Digital Application of Echolalia Behavioral Assessment for Teachers in Conducting Assessments of Autistic Students in Surakarta

This study aims to describe and provide solutions to obstacles to echolalia behavior assessment in autistic students in Surakarta. This research is descriptive qualitative research by digging information from 18 teachers as research subjects. Data collection techniques using interviews and observation. The validity test used in this research is constructed validity which is obtained using validity testing by experts (expert judgment). While the reliability test of the instrument by analyzing the consistency of one's answers to the questions. The results of the study illustrate that there are various obstacles for teachers in providing assessments for autistic students, including (1) limited experts, (2) inadequate infrastructure, and (3) low parental support. As for how to overcome these obstacles, it is done by making a digital application for evaluating echolalia behavior that can make it easier for teachers to provide assessments to autistic students to improve their speaking skills of autistic students. This application contains information about autism, echolalia behavior, its impact, assessment guidelines, and interventions in the form of an android that is practical and easy to use and uses the latest technology.

Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning

By applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions: (1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases: (1) Clarifying expectations, (2) Eliciting student responses, (3) Analysing and interpreting responses, (4) Communicating about responses and (5) Taking follow-up actions: adapting teaching and learning. Fourteen teachers planned and implemented formative assessment that created co-regulated learning to stimulate students’ self-regulated learning. Teachers’ analysed lesson plans, audio reflections and colleague observations showed that teachers and students used more formative assessment during the lesson than that was planned beforehand. In most of the formative assessment practices, students were stimulated by their teachers to actively engage in, and take responsibility for, formative assessment practice. This resulted in students showing formative assessment behaviour that included self-regulated learning. The results of this study can help teachers and researchers to better recognise and implement formative assessment that creates co-regulated learning to stimulate student self-regulated learning.

EXPLORING THE CONSISTENCY BETWEEN TEACHERS' AND PARENTS' RATINGS OF CHILDREN'S LANGUAGE SKILLS

Aim: The study investigated the correspondence between parent and teacher assessments of 3 to 6-year-old children's language skills using the Expressive and Receptive Language Scales from the Early Childhood Developmental Screening Toolkit – BAASIK (an acronym in Latvian). Material and methods: Ninety-five preschool teachers and 424 parents participated in an online survey assessing the expressive and receptive language skills of children aged 3 to 6 years. Results: Spearman's correlation analysis revealed statistically significant (p < .001) moderate to strong correlations between the ratings of children’s language skills by parents and teachers. For the Receptive Language Scales, correlations ranged from rS = .43 to rS = .6, and for the Expressive Language Scales, from rS = .54 to rS = .64. Conclusions: The study confirmed that parents’ and teachers’ assessments of children’s expressive and receptive language skills are significantly correlated. The BAASIK Expressive and Receptive Language Scales used by both parents and teachers could be effective for early screening, potentially aiding in the prompt identification of language development issues and the subsequent referral to speech and language therapy services.

Game Model to Improve the Motor Abilities of Primary School Students

This research aims to produce a learning model to improve children's motor skills through traditional games which are prepared based on the curriculum and characteristics of elementary school students. Research development procedures use Research and Development. The results of the development research obtained five game models, namely: bicycle wheel racing, rubber band throwing, rubber band unclang, mineral water bottle toss, and bicycle wheel rim target balls which were arranged in the form of a guidebook. The manual for motor skills game models for elementary school students was declared suitable for use based on the assessment of material experts and elementary school teachers. The results of the experts' assessments are as follows: 1) the bicycle wheel racing game is included in the "very good" category with an average rating of 4.8, which means X > 4.2; 2) the mineral water bottle gandon game is included in the "very good" category with an average rating of 4.9, which means X > 4.2; 3) the rubber band throwing game is included in the "very good" criteria with a mean rating of 4.86, which means X > 4.2; 4) the rubber band unclang game is included in the "very good" criteria with a mean rating of 4.9, which means X > 4.2; and 5) the bicycle wheel target ball game is included in the "very good" criteria with an average rating of 4.9, which means X > 4.2

External and internal sources of cognitive group awareness information: Effects on perception and usage

Group selection or group formation is an important but difficult task in learning groups. Group awareness tools collect, transform, and present group awareness information to provide learners, but also teachers with relevant information e.g., about potential learning partners. For these educational tools, the value and usage of the provided information may depend on how it is gathered and where it ultimately comes from. In our study (N = 150), we thus investigate how information from different sources is perceived and ranked. In the study, information about the skills of an anonymous person in a profile was either provided by external sources (teacher assessment, knowledge test result) or internal sources (self-assessment). Results show that information from external sources is perceived as more credible and weighted higher than internal self-assessed information. No difference between information from external personal teacher assessments and external non-personal knowledge tests was found. Hence, it is worth exploring possible effects of other external ratings than teacher assessments to see if these insights are transferable to other contexts.

Penerapan Penilaian Beracuan Patokan dan Norma pada Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Swasta Darul Hadits Huta Baringin

The research method chosen was qualitative, with a descriptive analysis method, because the researcher wanted to analyze based on the teacher's verbal statements from each type of daily test, Mid-Semester Examination (UTS), and Final Semester Examination (UAS). This research aims to describe the results of teacher assessments which are then analyzed and compared with the theory of learning outcomes assessment related to the Benchmark Reference Assessment Approach (PAP) and Norm Reference Assessment (PAN). In the Benchmark Assessment Approach (PAP), teachers are responsible for helping students towards achieving predetermined standards. Students are considered to have graduated if they achieve or exceed the predetermined success criteria. This approach helps teachers design improvement programs and provide consistent feedback to students. On the other hand, the Norm Referenced Assessment Approach (PAN) measures a student's abilities relative to his or her group. PAN considers the normal distribution of students' abilities and places students in certain categories such as "top", "middle", or "bottom". The use of PAN in assessing learning outcomes allows adjustments to pure National Examination scores to improve them. The differences between PAP and PAN include the assessment focus, measurement approach, and assessment objectives. Although both can be used in educational contexts, their application differs depending on the assessment needs. In assessing the results of learning the History of Islamic Culture in Madrasas, the use of PAP and PAN must be adjusted to the characteristics of the students and the learning objectives to be achieved.Top of Form

Analysis of The Practicality of Google Sites-Based Teaching Materials to Improve Student Learning Outcomes

The aim of this research is to conduct an analysis of the practicality of Google Sites-based teaching materials to improve student learning outcomes. Testing the practicality of teaching materials is one of the stages of the teaching material development model that uses the 4D model. The research was conducted at SMP Negeri 8 Mataram in the 2022/2023 academic year. Data on the practicality of teaching materials was obtained by administering user response questionnaires, namely teachers (10 people) and students (34 people). The score weights use a Likert scale with four answer options, namely Strongly Agree (score 4), Agree (score 3), Disagree (score 2), or Strongly Disagree (score 1). The practicality criteria are divided into four criteria, namely: Very impractical (percentage 0-25); Not practical (percentage 26-50); Practical (Percentage 51-75); Very practical (Percentage 76-100). The research results show that the average teacher assessment of Google Sites-based teaching materials for improving student learning outcomes is 93.4 which is in the category: "Very Practical". Aspects of teacher assessment of teaching materials are reviewed from four aspects, namely: Content, Language, Presentation, Graphics. The average student assessment of Google Sites-based teaching materials to improve student learning outcomes is 95.5 which is in the category: "Very Practical". Aspects of student assessment of teaching materials are viewed from four aspects, namely: Perception of Convenience, Usefulness, Attractiveness, Actual Use of the Product.

Navigating Pedagogical Self Efficacy in Attaining Curriculum Leadership in Kindergarten Teacher

The eighth basic education reform has made the curriculum more adaptable, and schools and kindergartens also have the right and responsibility to develop curriculum.The curriculum leadership of kindergarten teachers was the core of their leadership.This article delved into the impact of kindergarten teacher curriculum leadership on pedagogical self efficacy. Assessment of the respondents on their curriculum leadership components in kindergarten. Difference in assessment of the respondent on characteristics components of curriculum leadership in kindergarten. Assessment of kindergarten teachers’ pedagogical self-Efficacy. Explored the correlations between the assessments of kindergarten teachers’ curriculum leadership and the assessments of teachers’ pedagogical self-Efficacy. This article also discussed the potential ethical considerations in the curriculum leadership and pedagogical self efficacy of kindergarten teachers, such as data privacy concerns, algorithmic biases, and the digital divide. Finally, proposed the appropriate strategies to improve the kindergarten teachers’ curriculum leadership and pedagogical self efficacy. Through these analyses, will attract future researchers to pay attention to the curriculum leadership and pedagogical self efficacy of kindergarten teachers, and enable more and more people to recognize the actual teaching work of kindergarten teachers. Helping to improve teachers' curriculum leadership and pedagogical self efficacy, helping them effectively achieve teaching goals, and then subtly influencing the leadership work of others or themselves, ultimately forming a curriculum learning community through equal cooperation, and developing teachers' curriculum decision-making ability

Reliability of Interviews Used for Admission to Teacher Education Programs in Northern Cyprus: Generalizability Theory

This study examined the reliability of raters' assessments of prospective teachers for admission to a teacher training college. A total of fifty-eight prospective teachers and 10 raters participated in the study. The raters gave their ratings according to five dimensions, namely general culture (GC), language (L), self-image (SI), hobbies (H) and attitude towards the teaching profession (ATTP) in two interviews (Interview 1 and Interview 2). The data were analysed using the Mann-Whitney U-test and Generalizability Theory. The results of the study show that there is no significant difference between the raters' ratings in each interview. The G coefficients were unacceptable for the GC and SI dimensions in Interview 1. In addition, the G coefficients were relatively low for the L, H, and ATTP dimensions in Interview 1 and all dimensions in Interview 2.

Sex-specific effects of birth weight on longitudinal behavioural outcomes in children and adolescents: findings from the raine study.

Previous cross-sectional studies suggest that birth weight (BW) is associated with aggression-, social- and attention problems differently in boys and girls. We sought to test if these differences could be confirmed in a longitudinal study. The 1989 Raine Study provided prospectively collected data on perinatal variables and repeated child behaviour checklist assessments from ages 5 to 17. Linear mixed effects models provided crude and adjusted relationships between BW and childhood behaviour at a conservative significance threshold using prenatal maternal covariables in adjusted models. Sensitivity analyses included an age10 teacher assessment. Data on behaviour, BW and sex, was available in 2269 participants. Male sex was associated with increased aggression problems at lower BW compared to females in the crude model (Interaction B: -0.436, 98.3%CI: [-0.844, -0.0253]), but not the adjusted model (Interaction B: -0.310, 98.3%CI: [-0.742, 0.140]). Male sex was associated with increased attention problems at lower BW compared to females in both the crude model (Interaction B: -0.334, 98.3%CI: [-0.530, -0.137]) and the adjusted model (Interaction B: -0.274, 98.3%CI: [-0.507, -0.0432]). Male sex was associated with increased social problems at lower BW compared to females in both the crude model (Interaction B: -0.164, 98.3%CI: [-0.283, -0.0441]) and the adjusted model (Interaction B: -0.148, 98.3%CI: [-0.285, -0.00734]). Using repeated measures from ages 5-17 we were able to show a crude and adjusted male vulnerability to lower BW in the development of attention problems and social problems. We did not find a BW x sex interaction for the development of aggressive behaviour.

Development of Google Sites-Based Social Science Learning Media to Increase Students’ Critical Thinking Ability

This research aims to (1) produce social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (2) determine the feasibility level of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (3) determine the level of practicality of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII (4) determine the effectiveness of social studies learning media based on google sites to improve critical thinking skills of junior high school students grade VIII. This development research uses the ADDIE development model which stands for the stages of development, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were SMPN 5 Banjit students totaling 60 divided into 2 groups, namely the experimental group and the control group. In this study, data were obtained using test and non-test techniques. The test technique was used to obtain data on the effectiveness of the product which was carried out using a student critical thinking ability test instrument. While the non-test technique was used to collect data on the validity and practicality of the product which was carried out using product validation sheets, material validation sheets, teacher assessment sheets, and student assessment sheets. The results of this study indicate that the socialexplore website has very high feasibility. The results of material expert validation amounted to 3.79 with a decent category. The results of media validation amounted to 4.44 with a very feasible category. Teacher validation results of 4.40 with a very practical category. The results of user validation amounted to 4.31 with a very practical category. The results also show that the socialexplore website is effective and can help students to improve students' critical thinking skills on the material of the diversity of Indonesian society. The results of the experimental class critical thinking ability test were higher than the control class with an average value of 69.43 and the control class average value of 47.93. The Gain test results of the experimental class at SMPN 5 Banjit amounted to 0.68 with a moderate category.

Assessing learners’ English public speaking anxiety with multimodal deep learning technologies

Public speaking anxiety (PSA) is a common phenomenon for language learners involving both psychological and physiological symptoms. Timely and effective PSA assessment can help diagnose learners’ speaking anxiety, offer learners feedback to alleviate their anxiety, and improve their public speaking competence. However, it is still a challenging issue to achieve accurate automated assessment of learners’ PSA due to the lack of large-scale and open-source multimodal datasets based on real classroom settings. This study collected the public speaking videos of English as a foreign language (EFL) learners in public speaking courses, and constructed a large-scale multimodal dataset named Speaking Anxiety in Real Classrooms (SARC) with three modalities of acoustic, visual, and textual data (including 1,158 manually-annotated speech videos and corresponding speech drafts of 382 participants). A multimodal deep learning model for automated assessment of learners’ speaking anxiety was proposed, and an online formative assessment platform was then developed to realize the automated assessment of PSA for classroom teaching. A pilot survey study involving 78 participants was then conducted to investigate learners’ acceptance of the platform. Experimental results verified the validity of the deep learning model and the consistency between automated assessment and teacher assessment. Learners’ acceptance data further indicated that collaboration between automated and human assessment provided them with the most satisfactory experience of using the platform to improve their English public speaking.

The Manifestation, Causes, Countermeasures of “Double-Sided Person” in Current China’s University Teachers from the Perspective of Materialist Philosophy and Psychology

In current China, there is “double-sided person” in university teachers. This phenomenon is seriously threatening the development of universities and national undertakings. Therefore, this phenomenon must be effectively addressed. Recently, this phenomenon has received some attention from the academic community and become a hot theoretical theme. Meanwhile, many achievements has been achieved regarding this theme. However, further research are needed on it. Thus, the article conducts research on it from the perspective of materialist philosophy and psychology. From the perspective of materialist philosophy and psychology, this article mainly focuses on the main manifestations, causes, and countermeasures of “double-sided person” in current China’s university teachers. It summarizes the specific manifestations of “double-sided person” above-mentioned, analyzes why it formed and exists, and proposes some practical and effective countermeasures for it. Firstly, the main manifestation of “double-sided person” in current China’s university teachers is that a minority of them are verbally consistent with the theories, lines, guidelines, and strategies of China’s top administrative department, but their actual behavior is inconsistent with those above-mentioned. Then, from the perspective of materialist philosophy, the causes of “double-sided person” above-mentioned are as follows. The internal reason is that the thought qualities of a minority of university teachers are not strong enough. The external reason is that the relevant appointment, assessment, and supervision mechanisms of university teachers are not sound. From the perspective of psychology, the causes are personality distortion caused by cognitive dissonance, personality fission in motivational conflict dilemma, impression manipulation and negative effects of character labels, the accumulation of “mode personality” and the psychological disorder of “marginal individuals”. Last, the main countermeasures are as follows: First, improving the appointment and assessment mechanism of university teachers. Second, strengthening the daily supervision mechanism for university teachers. Third, strengthening the management of university teachers through the legal measures. Fourth, strengthening thought education for university teachers. Fifth, strengthening the governance of cyberspace related to university teachers. Sixth, establishing a unit alliance to address “double-sided person”.

Research on the Cultivation Path of "Dual-teacher" Teacher Team in Higher Vocational Colleges Based on the Integration of Industry and Education

The essence of "dual-teacher" teacher team in higher vocational education remains that of educators, who should possess both theoretical and practical teaching capabilities. This requires teachers to have proficient industry practice skills and the ability to demonstrate these skills through various teaching methods to better assist in enhancing students' practical abilities. This article explores the establishment of a platform for cultivating "dual-teacher" teacher teams through the integration of industry and education, focusing on improving the practical and teaching abilities of higher vocational teachers. It discusses collaborative efforts with industry associations and enterprises to establish long-term and relatively stable cooperative forms, exploring diverse cooperative paths. The implementation of seven projects is proposed to promote the cultivation of "dual-teacher" teacher teams in higher vocational education. These projects include enterprise internships for higher vocational teachers to gain practical experience, the construction of full-time and part-time teacher teams, training and assessment for professional skill level certificates, engaging in social services, the development of practical training facilities, and the construction of course resources and innovation in teaching methods and reforms. These initiatives aim to foster a "dual-teacher" teacher workforce that is well-equipped with both theoretical knowledge and practical skills, thereby enhancing the quality of higher vocational education.

Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

This essay aims to elucidate effective teaching through the utilization of instructional models in physical education. In this essay, Rink’s seven essential teaching tasks provide the foundational structure, complemented by an examination of four legitimate student outcomes in physical education: physical, cognitive, social, and affective domains. A literature review of 222 research studies on teaching effectiveness of nine instructional models reporting on teacher behaviors and student outcomes was coded following a four-step reliability coding process to establish a consensus on the articles included. This essay serves as a resource for comprehending the application of instructional models in physical education curricula, highlighting the need for continuous research into their efficacy and the replication of studies to validate outcomes across various educational settings. In addition, it highlights the importance of integrating K–16 teacher assessment data within these models to demonstrate the educational impact across learning domains.