Definitions of Formative Assessment Need to Make a Distinction Between a Psychometric Understanding of Assessment and “Evaluative Judgment”

Jönsson, Anders

doi:10.3389/feduc.2020.00002

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…Taken together, previous research suggests that Swedish teachers' grading practices primarily align with the evaluative judgment paradigm (Jönsson, 2020), although some teachers may rely more heavily on implicit rather than explicit criteria (Klapp-Lekholm, 2008;Korp, 2006;Selghed, 2004).…”

Section: Conclusion From Previous Researchmentioning

confidence: 79%

“…Furthermore, according to the teachers, it is primarily the design of the tests that contributes to the results being considered misleading, but in different ways. The reasons for considering the test design contributing to misleading results, seem to be rooted in view on assessment-as-judgment (Jönsson, 2020), which appears to be adequate for individual assessments of student performance, but not for synthesizing student performance and transforming the qualitative judgment into a point on a scale.…”

Section: Discussionmentioning

confidence: 99%

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Taking Test Results "Into Consideration" When Grading

Jönsson¹,

Klapp²

2021

Proceedings of the 2021 AERA Annual Meeting

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In Sweden, where this study is situated, grades are high stakes for students. Grades are the only criteria used for selecting students as they leave compulsory school and apply for upper-secondary school. When students apply for higher education, selection is also made based on the "Swedish Scholastic Aptitude Test", but a minimum of one third of the seats (often more) are based on grades. Given that it is the individual teacher who synthesizes students' performances into a grade, and that the reliability of teachers' grades has been questioned (e.g., Swedish National Agency of Education (SNAE), 2019), this is a problematic situation which can potentially have a significant influence on the lives of thousands of students each year.Measures have been taken to increase the agreement in teachers' grading, most recently by legally requiring that teachers in primary and secondary education take results from national tests "into consideration" when grading. This relatively loose strategy of taking test results "into consideration" has not yet yielded any observable change in teachers' grades, however, and there is still a large discrepancy between teacher-assigned grades and test results for most subjects (SNAE, 2019) 1 . For example, the proportion of students whose grades correspond to their test results varies between 61-73 percent in the various subjects. Furthermore, it is more common that the teacherassigned grades are higher than the test results, as compared to the other way around (with the exception of English as a foreign language, EFL). There are also gender differences, where girls to a slightly higher degree than boys receive grades that are higher in comparison with their test results.There are also large variations between schools.The question in focus here is how this difference between teacher-assigned grades and test results originate and why it persists, which is investigated from a teacher perspective. 1 No data is available for 2020, as the national tests were cancelled due to the Covid-19 pandemic.

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Section: Conclusion From Previous Researchmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Taking Test Results "Into Consideration" When Grading

Jönsson¹,

Klapp²

2021

Proceedings of the 2021 AERA Annual Meeting

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“…The essential statements of the 19 definitions (shown in Supplementary material ) were compiled aligned with a succinct framework. Jönsson (2020) suggested that definition of formative assessment should include evaluative judgment (qualitative judgment) occurring in daily teacher-student interactions and a psychometric understanding of assessment depending on aggregating evidence of student learning collected by teachers. To follow this advice and identify potential studies, this review culls the more comprehensive descriptions under each element of the suggested definitions.…”

Section: Introductionmentioning

confidence: 99%

“…The evaluative judgment refers to the daily teacher- student interactions eliciting evidence about learners’ progress, for instance, feedback, discussions, presentations, and other students’ artifacts. Psychometric assessments entail some quizzes, tests or indirect measurement that necessitates interpretation of outcomes ( Jönsson, 2020 ). In this sense, some formative utilities of benchmark assessments and summative assessments ( Wiliam, 2011 ) would be included if they met all the selection criteria in this review.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

2022

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This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally had a positive though modest effect (ES = + 0.19) on students’ reading achievement. Meta-regression results revealed that: (a) studies with 250 or less students yielded significantly larger effect size than large sample studies, (b) the effects of formative assessment embedded with differentiated instruction equated to an increase of 0.13 SD in the reading achievement score, (c) integration of teacher and student directed assessment was more effective than assessments initiated by teachers. Our subgroup analysis data indicated that the effect sizes of formative assessment intervention on reading were significantly different between Confucian-heritage culture and Anglophone culture and had divergent effective features. The result cautions against the generalization of formative assessment across different cultures without adaptation. We suggest that effect sizes could be calculated and intervention features be investigated in various cultural settings for practitioners and policymakers to implement tailored formative assessment.

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“…In recent years, research has consistently shown that effective formative assessment techniques can and do improve student achievement and learning (Jönsson, 2020;Voinea, 2018;Tigelaar & Sins, 2020;Wang, Sun & Jiang, 2018).…”

Section: Introductionmentioning

confidence: 99%

Procedures for Assessing Cognitive Skills of Prospective Language Teachers

Sverdlova

2021

Adv Educ

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The purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07 - 0.17), two-sample t-test p < 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.

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Definitions of Formative Assessment Need to Make a Distinction Between a Psychometric Understanding of Assessment and “Evaluative Judgment”

Cited by 6 publications

References 9 publications

Taking Test Results "Into Consideration" When Grading

Taking Test Results "Into Consideration" When Grading

The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis

Procedures for Assessing Cognitive Skills of Prospective Language Teachers

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