Teacher-based Assessment Research Articles

만 5세 유아의 문제해결중심 협동동작활동과 교사주도 협동동작활동의 효과비교: 자아존중감, 또래상호작용, 창의적 리더십을 중심으로

Objectives This study was to coMpare between ProbleM Solving-based Collaborative MoveMent Activities and Teacher-based AssessMent Collaborative MoveMent Activities and to exaMine the effects of ProbleM Solving- based Collaborative MoveMent Activities on self-esteeM, peer interaction, creative leadership of 5-year-old children. Methods A total of 12 experiMental treatMents were conducted on 20 children aged 5 (experiMental group) and 20 children aged 5 (control group) at Daycare Center I in Seoul, Korea. Self-esteeM, peer interaction, and creative leadership of the experiMental and control groups were Measured and coMpared before and after the experiMent, and the collected data were analyzed using independent saMples t-test. Results ProbleM Solving-based Collaborative MoveMent Activities were associated with higher Mean scores in children's self-esteeM, peer interaction, and creative leadership coMpared to teacher-led collaborative activities, and these differences were statistically significant. Conclusions The findings suggest that early childhood education and care settings need to provide probleM-solving opportunities for young children to solve their own probleMs, challenge theMselves to find answers to probleMs, and experiMent.

Seeking Alternatives: Incorporating Teacher-Based Assessment in Reflective Teaching Practices

Seeking Alternatives: Incorporating Teacher-Based Assessment in Reflective Teaching Practices

The Negative Impact of ESSA on Educational Equity: A Teacher Accountability Perspective

The current ESSA Act is constantly improving in maintaining educational equity. Still, the introduction of the Act and the implementation of policies rarely reflect how to achieve educational equity by supporting and promoting teachers work enthusiasm and improving educational equity to promote students overall progress in the long-term educational goals. This paper mainly takes Herzbergs two-factor theory of health factors and motivation factors as the theoretical research basis. It analyzes that the rational application of dual theory can improve teachers work enthusiasm and promote the development of educational equity. Studying teachers job-related motivating factors can generate job satisfaction, thereby promoting and enhancing teachers job satisfaction. As a relevant administrative and legislative research institution, it can investigate the content of teachers work to find out whether teachers have a sense of accomplishment in their work, whether they recognize teachers work, and whether there are problems in the work process plan. At the same time, in teacher-based assessment policies, we could see that objective measures of student growth, observational measures, and the use of assessment systems to drive targeted support are all associated with motivational factors that motivate teachers. Research on the health factors of relevant teachers requires policy and administrators to ensure the essential work and environment of teachers, as well as living conditions and wages.

Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

AbstractAssessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

Learning-centred assessment validation framework: A theoretical exploration

Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and trustworthy interpretation and uses of classroom assessment in enhancing learning and teaching. Further, the paper sets relevant inferences and prioritises teachers as sources of evidence in assessment evaluation based on pragmatic principles and Vygotsky’s sociocultural theory. This explication is valuable in exploring a learning-centred validation approach for evaluating classroom assessment. The paper suggests practical principles for evaluating learning-oriented, teacher-based assessment. Lastly, the paper concludes by articulating implication of the approach in any contemporary assessment system.

Student experiences of the 2020 cancellation of England’s General Certificates of Secondary Education (GCSEs)

In 2020, school closures in England due to the Coronavirus (‘Covid-19’) pandemic resulted in the cancellation of high-stakes examinations and their replacement with teacher-based assessments. These changes represented a significant change for students who had been preparing to undertake examinations for the ‘end-of-school’ General Certificate of Secondary Education (GCSE). This research reports part of a survey that explored the experiences of these students, with a particular focus on students’ psychological responses. Two hundred and twelve students responded to a questionnaire survey that asked them to reflect on their feelings about the changes to the GCSE assessment. Responses were analysed using both thematic and content analysis and revealed five themes: Issues of control; Issues of fairness; Issues of communication and decision making; A shifted path; and The impact of the changes. We re-emphasise the attested value of forms of ongoing dialogue with students about their assessment experiences and consultation with them about decision making in assessment in order to inform planning to optimise student assessment experience.

An Investigation on the Accuracy of Teachers’ Judgments on Students’ School Achievement

Teacher-based assessment of students’ school achievement is a process in which collection of information on students’ performance is needed to allow teachers to understand what and how students achieve. This process involves the development of teachers’ judgments. This study investigated the predictive utility of an informal teacher-made achievement test on teachers’ judgments to students’ academic performance. The study involved 166 primary school students (mean age 11.7) and their respective 46 teachers. Main findings indicated that: 1. teachers’ general judgments did not distinguish the difference between students with low achievement and underachievement, and 2. teachers’ judgments with the use of an academic performance rating scale could differentiate low achieving from underachieving students. It is suggested that the accuracy of teachers’ judgments on students’ school achievement is increased when domain-specific and multi-point scales of students’ academic performance and behavior are used.

THE IMPLEMENTATION OF TEACHER BASED ASSESSMENT IN TEACHING SPEAKING SKILL

ABSTRACTLecturer’s job is not only teaching but also assessing. The way a lecturer assesses the students’ achievement can be different one to others. In learning process, to know our students’ progress and improvement, we need “assessment”. Teacher-Based Assessment (TBA) is one of many kind of assessments in language teaching. TBA is an integral part of language instruction where the teachers, as “agents” (Rea-Dickins, 2004), are the ones responsible for facilitating student learning and obtaining information about their progress and achievement, hence, also earning the name “teacher assessment”. Unfortunately, there has not been a lot of studies on TBA implementation in Indonesia contexts. By conducting this study, the writers shared a new knowledge and experience in how TBA was conducted in teaching speaking for MPI’S students. The findings and discussion of this study showed that the MPI students could improve their speaking skill after the writer applied TBA (teacher-based assessment). The writer arranged her speaking class with some formation activities; for the examples; group discussion, presentation, and pair woks.Key words: teacher-based assessment, teaching, and speaking skill.

Inside Teacher Assessment Decision-Making: From Judgement Gestalts to Assessment Pathways

Assessment decision-making is an integral part of teacher practice. Issues related to its trustworthiness have always been a major area of concern, particularly variability and consistency of teacher judgment. While there has been extensive research on factors affecting variability, little is understood about the cognitive processes that work to improve the trustworthiness of assessment. Even in an educational system like Australia, where teacher-based assessment in mainstream classrooms is widespread, it has only been relatively recently that there have been initiatives to enhance the trustworthiness of teacher assessment of English as a second or additional language (EAL). To date, how teachers make their decisions in assessing student oral language development has not been well studied. This paper reports on the nature and dynamics of teacher decision-making as part of a larger study aimed at exploring variability of teacher-based assessment when using the oral assessment tasks and protocols developed as part of the Victorian project, Tools to Enhance Assessment Literacy for Teachers of English as an Additional Language (TEAL). Employing a mixed-method research approach, this study investigated the assessment judgements of 12 experienced NSW primary and secondary EAL teachers through survey, assessment activity, think-aloud protocols and individual follow-up interviews. The paper highlights the key role of teachers’ first impressions, or judgement Gestalts, in forming holistic appraisals shaping subsequent assessment decision-making pathways. Based on the data, a model identifying three assessment decision-making pathways is proposed which provides a new lens for understanding differences in teachers’ final assessment judgements of student oral language performances and their relative trustworthiness. Implications of the model for assessment theory and practice, teacher education, and future research are discussed.

From an international English language assessment framework to a teacher-based assessment: A study of primary English teachers’ agentive perspectives and projections

This study explores four primary English teachers' agentive perspectives about assessment in their school. Given the challenges brought by the abolition of International Standard School (ISS), the changed status of the school and the exclusion of English from the 2013 National Education Curriculum (NEC), a teacher-based assessment was the only solution to the unavailability of assessment guidelines and the unsuitability of assessment materials and methods. Employing teacher agency theory, this study examines the agentive sides of the teachers' perspectives as they would represent the teachers' strategic solutions toward the school's emerging problems. The teacher-based assessment was expected to accommodate the school's context, the students, and the subject taught. This instrumental case study's data was collected through semi-structured interviews and focus group discussion, which was then analyzed through six phases of thematic analysis and by employing nVivo12 software. The study indicates that the challenges brought by the changed educational policies reinforced collaborative work amongst the teachers. The teachers' perspectives also represent their agentive projections toward English language assessment which was heavily shaped by the teachers' previous assessment experiences during ISS and their ultimate teaching objectives. The findings are expected to provide insightful knowledge about how English teachers responded to shifted educational policies and projected to accommodate the school's specific contexts of assessment. The findings are also expected to explain how people's perspectives can be examined from an agency perspective.

Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training

Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

Revisiting Teacher-based Assessment to Enhance EFL Teachers’ Assessment Literacy in South Korea

The study aimed to extend the existing discussion on assessment literacy by focusing on English teachers’ ability to implement it in South Korea where a new assessment policy was implemented as part of educational reform. Scholars have pointed out a lack of teachers’ assessment knowledge and gaps in their ability to conduct the appropriate assessment for effective instruction. Thus, the scope of teacher assessment literacy needs to include teachers’ ability to implement it appropriately in given contexts. Grounding our study in the notion of teacher-based assessment as a guiding framework and using a mixed-methods design, we examined how Korean teachers perceived performance assessment emphasized in the reform and how they put it into practice. One hundred and twenty-seven teachers participated in survey questionnaires and 15 teachers were interviewed as a follow-up. The findings of the study showed that there were discrepancies between the teachers’ perceptions of assessment and their assessment practice and that the teachers showed diverse reactions toward teacher-based assessment from being capable to feeling powerless depending on their assessment knowledge and contextual constraints. The study suggests the importance of teachers’ agency in assessment literacy as a prerequisite for teacher-based assessment.

FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement

In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.

The role of health and social factors in education outcome: A record-linked electronic birth cohort analysis.

Background and objectiveHealth status in childhood is correlated with educational outcomes. Emergency hospital admissions during childhood are common but it is not known how these unplanned breaks from schooling impact on education outcomes. We hypothesised that children who had emergency hospital admissions had an increased risk of lower educational attainment, in addition to the increased risks associated with other health, social and school factors.MethodsThis record-linked electronic birth cohort, included children born in Wales between 1 January 1998 and 31 August 2001. We fitted multilevel logistic regression models grouped by schools, to determine whether emergency hospital inpatient admission before age 7 years was associated with the educational outcome of not attaining the expected level in a teacher-based assessment at age 7 years (KS1). We adjusted for pregnancy, perinatal, socio-economic, neighbourhood, pupil mobility and school-level factors.ResultsThe cohort comprised 64 934 children. Overall, 4680 (7.2%) did not attain the expected educational level. Emergency admission to hospital was associated with poor educational attainment (OR 1.12 95% Credible Interval (CI) 1.05, 1.20 for all causes during childhood, OR 1.19 95%CI 1.07, 1.32 for injuries and external causes and OR 1.31 95%CI 1.04, 1.22 for admissions during infancy), after adjusting for known determinants of education outcomes such as extreme prematurity, being small for gestational age and socio-economic indicators, such as eligibility for free school meals.ConclusionEmergency inpatient hospital admission during childhood, particularly during infancy or for injuries and external causes was associated with an increased risk of lower education attainment at age 7 years, in addition to the effects of pregnancy factors (gestational age, birthweight) and social deprivation. These findings support the need for injury prevention measures and additional support in school for affected children to help them to achieve their potential.

What is it called and how does it work: examining content validity and item design of teacher-made tests

This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.

Prioritising progression over proficiency: limitations of teacher-based assessment within technician-level vocational education

This article examines the evolution of assessment policy and practice in technician-level vocational education. Using the example of an advanced-level BTEC National programme in Engineering in one college in the UK, the article highlights how the origins of current assessment practice lie in genuine concerns since the late 1950s about the appropriateness of examination-based assessment for assessing technician engineering skills, resulting in a shift to teacher-based, criterion-referenced assessment and an emphasis on formative feedback. Data are presented from a case study of assessment practice in an engineering department of one college of further and higher education in the UK during the academic years 2006–2008, which investigated salient influences and considerations underpinning lecturers’ constructs of assessment. The study found a departmental ethos of facilitating students to achieve a pass, and the use of assessment methods that would ensure that students got through. However, lecturers were dubious whether their assessment practices developed the proficiency required for students’ progression into HE or employment, and their practices did not appear to have a strong educational or occupational rationale for their approach. We argue that the limitations of teacher-based, criterion-referenced assessment and associated formative assessment practices, of which our study provides an example, contribute to a temptation to simply return to what is deemed more rigorous assessment through examination, which however may well bring back the problems identified in the past, of inappropriate approaches for assessing technician-level skills associated with low success rates.

Teacher-Based Language Assessment

Davidson’s (2004) recommendations regarding qualifying teacher-based assessment have been considered as the basis for any discussion regarding the concept of teacher based-assessment because of the theoretical depth of his model. The present study, with noticing the comprehensiveness of Davidson’s model, aims at presenting the background of the teacher-based assessment and its functional aspects in language testing. To this end, the study highlights the most important considerations for the development of the alternative assessment that serve the purpose of learning. Meanwhile, it focuses on the role of teacher-based assessment across different areas of language learning. For instance, the study considered pragmatic knowledge and, generally, competence as the possible areas that can be developed through teacher-based assessment. With regard to the practical sense of test development, the researcher reviewed several roles that have been noted as the steps and aspects that should be covered in order to maximize the learning process through assessment.

Promoting Teacher-based Assessment: Korean English Teachers‘ Perceptions of Assessment and its Applications

Promoting Teacher-based Assessment: Korean English Teachers‘ Perceptions of Assessment and its Applications

On the potential balance among compulsory education outcomes through econometric and multiobjective programming analysis

This paper sheds new light on the relationship between inputs and outputs in the framework of the educational production function. In particular, it is geared at gaining a better understanding of which factors may be affected in order to achieve an optimal educational output level. With this objective in mind, we analyze teacher-based assessments (actual marks) in three different subjects using a multiobjective schema. For much of the analysis we use data from a recent (2010) Survey – ESOC10, linked with the results from an educational assessment program conducted among 11 and 15 year-old students and with the administrative records on teacher-based scores. Following the statistical and econometric analysis of these data, they are used to build a multiobjective mixed integer model. A reference point approach is used to determine the profile of, potentially, the most “successful and balanced” students in terms of educational outcomes. This kind of methodology in multiobjective programming allows generating “very balanced” solutions in terms of the objective values (subjects). Finally, a sensitivity analysis is used to determine policies that can be carried out in order to improve the performance levels of primary and secondary education students. Particularly, policy makers should be more concerned with the need to promote some cultural habits – such as reading –, from both the students’ and parents’ side. Additionally, policy efforts should be focused on making the vocational pathways available to Spanish youth more appealing, with the aim of taking advantage of the particular skills of students not succeeding in the academic track.