Making learning happen: a guide for post‐compulsory education

Rees, Terri

doi:10.1080/03075079.2011.564043

Cited by 3 publications

(4 citation statements)

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“…Both of them agreed that effective feedback was not given to the students. Effective feedback, in the words of Race (2010) Race & Pickford (2007), is dynamic, behavior-specific, timely, interactive, constructive (it must increase future learning), and it must be attended to. In the eyes of such scholars, these teachers' feedback was not effective.…”

Section: Discussionmentioning

confidence: 99%

Exploring assessment practices of teachers in Advanced Speech courses

Tessera,

Kassa

2024

ELTF

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In Ethiopia, there is a general public concern that most university students lack communicative competence, and hence they could not communicate effectively in English. There are many contributing factors to this and most of these factors are related either to the curriculum, the teaching-learning process, or the assessment practice. Only a few studies have been conducted on the assessment practice of speaking skills since most researchers have focused on the teaching-learning process. This inquiry was made to look into the practice of assessing the Advanced Speech course. Specifically, it focuses on the assessment methods employed by teachers, the extent of measuring the sub-skills of speaking, and the effectiveness of the feedback given by the teachers. Forty-three students and six teachers were included in the study. Data were collected through in-depth interviews, classroom observation, and document analysis. The findings revealed that not many assessment methods were employed to assess the students. Sixty percent of the assessment of the course was covered by written assignments and a written final exam. Only two individual and group presentations were given as practical assessments. In addition, the assessments did not measure the students’ accuracy, fluency, pronunciation, and vocabulary. In the end, the feedback provided to the students was not effective. Students were not given a chance to correct their own errors, and they were not allowed to practice peer correction, either. This implied that teachers’ assessment practices were not effective to measure the students’ speaking performance in the intended manner and this is one of the factors that minimizes the quality of education.

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Section: Discussionmentioning

confidence: 99%

Exploring assessment practices of teachers in Advanced Speech courses

Tessera,

Kassa

2024

ELTF

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“…Reinforcing the students' reflections and engagement with professional practice, the three emerging themes point to the following: i) operating scaffolding instruction in small groups was constructive, convenient, and efficient as Race [44] also supports small-group contexts for 'deep learning'; ii) asynchronous online discussions on independent reading tasks which were pre-planned and wellstructured with clear scaffolding instructions contributed to better student participation. A university level study [45] refers to asynchronous online discussions on a reading task and small group setting as significant factors in student success.…”

Section: Reflections From Studentsmentioning

confidence: 99%

Scaffolding instruction for improvement in learning English language skills

Arora,

Al-Wadi,

Afari

2024

IJERE

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Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.

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“…This assessment system combines both summative and formative assessment.Formativeassessmentinvolveslecturesandstudentsrespondingtostudents'workwith theintentionofadjustingittoassistthestudenttoevaluatehisperformanceandtosubmitbetter performanceinthefuture (O'Connelletal.,2010;Pryor&Crossouard,2008).Thekeydifference betweenformativeandsummativeassessmentisthattheformativeassessmentcouldbeapartofthe educationalmethod (Pryor&Crossouard,2008;Torrance&Pryor,2001).Formativeassessment, therefore,couldbealearningmethodthatdrivestoregulateandmonitorthelossmeaningpracticed bystudentsduringtheT&Lprocess (Pryor&Crossouard,2008;Roos&Hamilton,2005).Inlinewith Martinez(2001),themosteffectiveassessmentisonethatisplannedandintegratedintotheteaching method,writtenwithintheearlystageofcomingupwiththeprogrammeandremote-controlledby themethodofformativeassessmentandgiventimelyfeedback.Likewise,Rustetal. (2005)identify threeaspectsinaveryconstructiveassessmentsystem:1)clearassociationbetweenlearningmethod andoutcomes;2)specificassessmentcriteriainhandbylecturersandstudents,and3)afeedback methodduringwhichstudentsareactivelyinvolved(see, Carless,2007;Gibbs&Simpson,2003, 2005Rustetal.,2003).…”

Section: Diversity In Higher Educationmentioning

confidence: 99%

“…ThewideuseoftechnologytoimproveassessmentandfeedbackisagrowthareainHEasa responsetomeettheneedsof"the Net Generation"(see,forexample, Biggs,2003,Biggs&Tang, 2011Bullen et al, 2011;Carless, 2007;Dabbagh, 2007;Debuse & Lawley, 2016;Maier et al, 2016;Race,2005). Race(2005),forexample,statedthatteachersarefindingthatonlinefeedback willenhancetheprocessofprovidinginstantandusefulfeedback,andgenerateappropriateevidence forthequalityoffeedback.Additionally,tutorscanusebothcomputer-basedassessment(CBA)and computer-basedfeedback(CBF)toprovidetimelyinformationonthestudents'performanceandto diagnoseandanalysetheweaknessesandstrengthsoftheirstudents.Equally,BiggsandTang(2011) addthatusingtechnologyinassessmentandfeedbackwillmotivateandsupportstudentstoimprove theirlearningaswellasprovideteacherswithfeedbackabouttheeffectivenessoftheirT&Lapproaches (see,also,Jaggars&Xu,2016;Maieretal.,2016;Wollscheidetal.,2016).JointInformationSystems Committee(2010,p.5)statesthat"Assessmentliesattheheartofthelearningexperience:howlearners areassessedshapestheirunderstandingofthecurriculumanddeterminestheirabilitytoprogress. Atthesametime,assessmentandfeedbackformsasignificantpartofpractitioners'workloadsand, withincreasednumbers,reducedbudgets,andhigherlearnerexpectations,continuetobeamatter ofconcernformanyinstitutions.…”

Section: Introductionmentioning

confidence: 99%

Using Computer-Based Assessment and Feedback

Helfaya

O'Neill

2018

International Journal of Teacher Education and Professional Development

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This article describes how assessment and feedback represent two key factors that affect students' learning. Using e-assessment with prompt e-feedback reduces the gap between present and desired performance and is considered to be a reflexive and dynamic system in dealing with the new generation of digital natives. Action research was used to investigate students' perception of using computer-based assessment (CBA) and/or computer-based feedback (CBF) in teaching and learning process. Both semi-structured interviews and focus groups were conducted with 44 UG students to assess their perceptions of using CBA and CBF. Findings show that students are generally agreed on the use of and benefits of CBA and/or CBF in teaching accounting and non-accounting modules. For example, these results reveal that many participants valued working online compared to traditional assessment and appreciated the instant feedback they received. Additionally, technology can provide an avenue for assessment and personalised and comprehensive prompt feedback that diverse and digital students need in the 21st Century Higher Education.

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Making learning happen: a guide for post‐compulsory education

Cited by 3 publications

References 0 publications

Exploring assessment practices of teachers in Advanced Speech courses

Exploring assessment practices of teachers in Advanced Speech courses

Scaffolding instruction for improvement in learning English language skills

Using Computer-Based Assessment and Feedback

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