The Role of Assessment in a Learning Culture

Shepard, Lorrie A.

doi:10.3102/0013189x029007004

Cited by 1,426 publications

(747 citation statements)

References 18 publications

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“…Grades are often used as a motivational tool, by providing a sense of satisfaction when good but also pressure to improve when poor. Shepard (2000) points out that both the valuing of external awards such as grades instead of learning and power relationships around assessment are lingering concepts from behaviourist learning theories.…”

Section: Discussionmentioning

confidence: 99%

Engaging students with feedback through adaptive release

Irwin

Hepplestone

Holden

et al. 2013

Innovations in Education and Teaching International

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Feedback to students has been highlighted in the literature as an area where improvements are needed. Students need high quality, prompt feedback, but they also need guidance and tools to help them engage with and learn from that feedback. This case study explores staff and student perceptions of a tool at Sheffield Hallam University which releases electronic feedback to students before allowing them to access their grades. This approach was designed to encourage feedback engagement and connection with future assessments. The methods employed were student interviews and staff questionnaires about their experiences. The data were analysed to evaluate the effectiveness of this approach, create recommendations for institutions looking to improve feedback engagement and identify areas for further development.

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Section: Discussionmentioning

confidence: 99%

Engaging students with feedback through adaptive release

Irwin

Hepplestone

Holden

et al. 2013

Innovations in Education and Teaching International

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“…We favour the view that AfL is embedded in a social-constructivist view of learning which places the learner at the centre of the learning process (Shepard, 2000;Hay, 2006). We subsequently adopt the much cited definition of AfL as, 'the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there' (Assessment Reform Group, 2002, p. 2).…”

Section: Assessment For Learningmentioning

confidence: 99%

“…That said, assessment in physical education has been an area with little consensus, questionable validity and a slow ability to change (Annerstedt & Larsson, 2010;Arnesen, Nilsen, & Leirhaug, 2013;Hay & Penney, 2013). The historical legacy of physical education being closely linked to the practice of sport and performance culture does not necessarily correspond with the advances in educational theories of knowledge and learning (Kirk, 2010;Quennerstedt, Öhman, & Armour, 2014), and the need of embedding 'alternative assessment' in a learning culture (Black & Wiliam, 2009;Shepard, 2000).…”

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‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Leirhaug

MacPhail

2015

Sport, Education and Society

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The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.

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“…Hal ini sebagaimana temuan dari beberapa peneliti yang mengungkapkan bahwa penilaian yang terintegrasi dalam proses belajar mengajar dapat membantu siswa untuk meningkatkan belajarnya (Balan, 2010;) dan membantu guru untuk meningkatkan kegiatan instruksionalnya (Shepard, 2000a(Shepard, , 2000bYoung & Kim, 2010).…”

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Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Purnomo

2016

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Keywords: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices PENDAHULUAN Secara garis besar, penelitian pendidikan matematika pada umumnya mengarah pada bagaimana cara terbaik untuk meningkatkan hasil belajar siswa dan mengantarkan mereka untuk belajar dengan pemahaman. Namun demikian, saran hasil penelitian belum terlihat sepenuhnya pada proses belajar dan mengajar di kelas. Kecenderungan praktik mengajar yang saat ini masih dipertahankan adalah praktik yang lebih berorientasi pada performa dan hasil. Hal ini dapat dibuktikan dengan melihat persiapan sekolahsekolah dalam menghadapi ujian nasional, ujian semester, dan ujian-ujian tertentu. Salah satu ciri Abstrak: Tujuan penelitian untuk mengidentifikasi perbaikan instruksional calon guru lewat implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian dilakukan dengan participatory action research yang dan prosedur lesson study. Subjek penelitian adalah lima calon guru sekolah dasar yang sedang praktik pengalaman lapangan di sekolah dasar di Jakarta Timur. Data dikumpulkan lewat pengamatan, wawancara, dokumentasi, dan jurnal, sedang analisis data dilaksanakan secara deskriptif kualitatif. Hasil penelitian menemukan bahwa secara kolaboratif, calon guru berupaya untuk memodifikasi praktik dan meningkatkan perhatian terhadap pertanyaan terbuka dan penilaian sejawat. Perbaikan instruksional terjadi bersamaan dengan perbaikan implementasi assessment-based learning. Calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengakses perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan instruksional. Kegiatan lesson study memberikan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat.Abstract:The purpose of this study is to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed participatory action research by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets, and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study indicates that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages gene...

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The Role of Assessment in a Learning Culture

Cited by 1,426 publications

References 18 publications

Engaging students with feedback through adaptive release

Engaging students with feedback through adaptive release

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

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