A Conceptual Framework for Learning-oriented Assessment

Carless, David; Gordon, Joughin; Liu, Ngar-Fun

doi:10.5790/hongkong/9789622098237.003.0002

Cited by 12 publications

(25 citation statements)

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“…• Instead of being prospective, pointing students forward to areas for improvement and the next stage of learning, the assessment was largely retrospective. Feedback did not serve the purpose of feed-forward (Carless et al 2006). Students did not have opportunities to act on teacher feedback to improve their writing.…”

Section: Leementioning

confidence: 98%

Formative Assessment in EFL Writing: An Exploratory Case Study

Lee

2011

Changing English

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In second-language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers 'do to' rather than 'with' students, mainly for administrative and reporting purposes (i.e. summative). Such assessment, being more retrospective than prospective, holds little value for teaching and learning. In recent years, with a major paradigm shift in assessment and evaluation in English language teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly inadequate. Such assessment, which focuses on measurement -i.e. marking, monitoring and checking, fails to capture the formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses more on inquiry -i.e. discovering, diagnosing and understanding, as well as the opportunities assessment provides for improving teaching and learning. To harness the potential of formative assessment in the writing classroom, it is axiomatic that classroom assessment practices be geared towards maximizing student learning. This provides the impetus for my study, which investigates an EFL teacher's attempt to implement formative assessment in her writing classroom and its impact on her classroom practice and students' beliefs and attitudes to writing.

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Section: Leementioning

confidence: 98%

Formative Assessment in EFL Writing: An Exploratory Case Study

Lee

2011

Changing English

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“…Carless et al [7] established a conceptual framework for learning-oriented assessment. Carless [8] developed the concept of learning-oriented assessment itself through three characteristic elements:…”

Section: Introductionmentioning

confidence: 99%

Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

et al. 2020

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The COVID-19 pandemic imposed in many countries, in the short term, the interruption of face-to-face teaching activities and, in the medium term, the existence of a ‘new normal’, in which teaching methods should be able to switch from face-to-face to remote overnight. However, this flexibility can pose a great difficulty, especially in the assessment of practical courses with a high student–teacher ratio, in which the assessment tools or methods used in face-to-face learning are not ready to be adopted within a fully online environment. This article presents a case study describing the transformation of the assessment method of a programming course in higher education to a fully online format during the COVID-19 pandemic, by means of an automated student-centered assessment tool. To evaluate the new assessment method, we studied students’ interactions with the tool, as well as students’ perceptions, which were measured with two different surveys: one for the programming assignments and one for the final exam. The results show that the students’ perceptions of the assessment tool were highly positive: if using the tool had been optional, the majority of them would have chosen to use it without a doubt, and they would like other courses to involve a tool like the one presented in this article. A discussion about the use of this tool in subsequent years in the same and related courses is also presented, analyzing the sustainability of this new assessment method.

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“…Aligned with the current trend of educational reforms at both the domestic and international levels, there has been a major shift from conventional means of one-size-fits-all type educational measurement to more context-specific assessment formats to examine and to enhance students' language learning in the classroom (Carless, 2006; Purpura, 2004; Turner, 2012; Tuner & Purpura, 2013). CBLA, in this article, refers to activities that are specifically designed and used internally for the purpose of grading, evaluating, testing, ranking, and/or gleaning information of students' language learning development, as opposed to large-scale standardized examinations.…”

Section: The Methodological Diversity In Classroom-based Language Assmentioning

confidence: 99%

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

Tsushima

2015

International Journal of Qualitative Methods

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Although an epistemic change often is labeled as a shift, some researchers representing the social sciences consider this paradigm shift as a paradigm expansion (e.g., Pollack, 2007) because epistemological and methodological diversity allows researchers to address a wider range of questions. The third paradigm, mixed methods (MM) research, is claimed to provide a more holistic picture of a research problem by combining two different data sourcesquantitative and qualitative-in a single study (Creswell & Plano Clark, 2007;Greene, 2007;Teddlie & Tashakkori, 2009). This article discusses how mixed methods research approaches have been used to enrich the results and to enhance the rigor of classroom-based language assessment investigations, drawing on both the language testing and assessment (hereafter, language assessment) and classroom assessment literature in second language education. The article opens with a brief overview of the methodological evolution in language assessment research. Then, focusing on MM research studies that investigated various facets of classroom-based language assessment (CBLA) practices, the main part of this article outlines a proposal of MM methodology as an appropriate methodology for research on CBLA, particularly in a context where a new form of assessment is implemented. The article closes with a discussion of challenges that MM researchers might face, and a proposal of MM research methodology as an appropriate research approach for CBLA scholars, especially in settings where both the validation of assessment and the explanation of the phenomenon are required.

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A Conceptual Framework for Learning-oriented Assessment

Cited by 12 publications

References 0 publications

Formative Assessment in EFL Writing: An Exploratory Case Study

Formative Assessment in EFL Writing: An Exploratory Case Study

Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

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