A Sociocultural Perspective on Assessment for Learning: The Case of a Malaysian Primary School ESL Context

Sardareh, Sedigheh Abbasnasab; Saad, Mohd Rashid Mohd

doi:10.1016/j.sbspro.2012.11.277

Cited by 19 publications

(18 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Wen (2011) formulated a formative assessment model for a postgraduate course. The principle for designing this assessment model is consistent with that of Sardareh and Saad (2012), who also emphasized that learners should not only learn about learning intentions but also about the scaffolding they will receive in order to achieve learning intentions. As shown in Fig.…”

Section: Theoretical Backgroundmentioning

confidence: 84%

“…The term 'formative and summative assessment' was suggested by Michael Scriven in 1967 to explain their distinct roles in evaluating curriculum (see Sardareh and Saad 2012). Scriven (1991) stated formative assessment is typically conducted during the development or improvement of a programme, product or person and so on, and it is conducted often more than once, on the contrary, summative evaluation usually takes place after the teaching-learning process.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Learning & Teaching in Higher Education

Li¹,

Zhao²

2015

New Frontiers of Educational Research

View full text Add to dashboard Cite

Section: Theoretical Backgroundmentioning

confidence: 84%

Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring Learning & Teaching in Higher Education

Li¹,

Zhao²

2015

New Frontiers of Educational Research

View full text Add to dashboard Cite

“…Alternative performance assessment strategies are grounded in a socialconstructivist research paradigm (Cimer, 2018;Sardareh & Saad, 2012;Janisch et al, 2007) as they provide opportunities for collaborative and engaging learning where learners are given the chance to demonstrate what they know and to use their prior knowledge and skills to do further investigation and problem solving (Haun, 2018). It also fits within the framework of dialogue theory which values ethical communication and respect for individual dignity; involves participants in conversation and problem-solving; and encourages sharing and reaching mutual understanding (Taylor & Kent, 2014;Rule, 2011).…”

Section: Theoretical Underpinningmentioning

confidence: 99%

“…It focuses on the role of social interaction and collaboration where learners are receiving feedback from their teachers and peers that facilitates, monitors and powerfully drives the learning process in raising learner achievement. Formative feedback processes that are supportive and motivating will help learners to progress to the next step in their learning (Sardareh & Saad, 2012).…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom

Warnich

Lubbe

2019

Y&T

View full text Add to dashboard Cite

This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment strategies in their diverse classroom settings during their practicum at schools. Originally designed for the corporate staff training environment, and subsequently utilised as community building and data collection techniques in a participative community-engaged research project, these five interactive activities were adapted to act as innovative teaching and alternative formative performance assessment strategies in the History classroom, the latter of which is the main focus of this article. The article is anchored in a social constructivist and dialogic theoretical framework and argues that alternative performance assessment techniques that are non-graded, interactive, formative and dialogic in nature, take place within an atmosphere of emotional safety, and integrate a strong element of enjoyment, are able to remove the anxiety that often characterises both summative and graded formative assessment. This, in turn, makes learners more receptive to learning and brings History to life in the classroom. In an attempt to answer two interrelated research questions: "how did trainee History teachers experience the implementation of innovative alternative performance assessment strategies", and "how did they perceive the response of the learners to a fresh approach to formative assessment", the article employs a qualitative research methodology which rests on research findings generated through the use of data gathered from written, visual and oral feedback from the participants during and after a practical workshop which prepared them for the implementation phase of the study. The research findings suggest, inter alia, that both the trainee teachers and their learners enjoyed a fresh, non-threatening approach to formative assessment and that the learners participated freely and enthusiastically in groups when implementing these formative assessment strategies. Yesterday&Today, No. 22, December 2019 The findings also indicate some challenges including time management, classroom management, and appropriate facilitation skills in managing more advanced learners who, it was found, tended to overpower less confident learners in their groups. It finally offers recommendations for improvement should History teachers prefer to implement these alternative performance assessment strategies in their classrooms.

show abstract

“…Bringing tasks that need to be solved together encourage better development of students' thinking skills (Cohen, at al., 2010). ZPD based on the collaboration of social interaction with teachers will be better than what can be achieved alone (Abbasnasab, at al., 2012;Fani & Ghaemi, 2011).…”

Section: Map Literacy Learning Modelmentioning

confidence: 99%

Investigated the Implementation of Map Literacy Learning Model

Segara¹,

Maryani²,

Supriatna³

et al. 2018

Geosfera Ind.

View full text Add to dashboard Cite

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230 Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121 Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University. Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat

show abstract

A Sociocultural Perspective on Assessment for Learning: The Case of a Malaysian Primary School ESL Context

Cited by 19 publications

References 18 publications

Exploring Learning & Teaching in Higher Education

Exploring Learning & Teaching in Higher Education

Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom

Investigated the Implementation of Map Literacy Learning Model

Contact Info

Product

Resources

About