Digital Assessment Literacy in Online Courses (Formative/Summative)

Mphahlele, Ramashego Shila

doi:10.4018/978-1-7998-8701-0.ch020

Cited by 4 publications

(1 citation statement)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, one of the experts suggested the provision of aspects of the challenges teachers face, such as cultural, personal, contextual, and administrative, for Question 11. The questionnaire contained six questions (Appendix A) responding to three main aspects reviewed in the literature regarding AL and digital assessment: (1) the use of technology in assessment (Brown, 2017;Guerrero-Roldán & Noguera, 2018), (2) the need to include technology in AL conceptualization (Coombe & Davidson, 2022), and (3) the roles and competencies of teachers in digital assessment (Eyal, 2012;Mphahlele, 2022).…”

Section: Instrumentsmentioning

confidence: 99%

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

Estaji,

Banitalebi

2023

TESL-EJ

View full text Add to dashboard Cite

Despite a large number of studies on teachers’ assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers’ AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and whether technology needs to be considered in the conceptualization of AL. The data were collected from an open-ended questionnaire and a set of interviews investigating the perspectives of 27 participants (12 experts and 15 EFL teachers). The findings, inferred from content and thematic analyses of data, reflected teachers’ raised awareness as a result of the COVID-19 pandemic experience, which resulted in an understanding of new approaches to assessment and increased value of TALiDE. Furthermore, compared to the existing literature on AL, roles and competencies underlying TALiDE corresponded to five main subthemes: teacher as a knower, implementer, confident technology user, moral agent, and learner. Finally, findings speculated a potential role for technology in the AL concept. This study can provide teacher trainers, educational policymakers, and course designers with implications for designing teacher development courses and programs to integrate TALiDE into their training practices.

show abstract

Section: Instrumentsmentioning

confidence: 99%

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

Estaji,

Banitalebi

2023

TESL-EJ

View full text Add to dashboard Cite

show abstract

Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement

Pourdana

Tavassoli

2022

Lang Test Asia

View full text Add to dashboard Cite

Portfolio assessment (PA) as an assessment for learning (AfL) alternative has been under-represented in second/foreign language acquisition (SLA) research literature. This study examined the potential impacts of electronic PA (e-PA) on English-as-a-Foreign-Language (EFL) learners’ engagement modes in descriptive and narrative genres of writing on Moodle™. To do so, 56 university students were non-randomly selected and assigned into two intermediate-level EFL cohorts. In a pretest-mediation-posttest study, descriptive and narrative writing tasks completed by two groups were subjected to teacher feedback, student reflection logs, and subsequent revision every week. Results of repeated measures ANOVA indicated significant progress in lower-level skills (sentence structure, word choice/grammar, mechanics), and moderate progress in higher-level skills (organization, development) in both groups’ genre-based writing. Results of one-way ANCOVA reported the notable pretest-to-posttest achievement by both groups with no intergroup statistical differences. The content of students’ reflection logs was inductively analyzed for their behavioral, emotional, and cognitive modes of engagement in e-PA. Qualitative data analysis indicated similar writing time intervals and recurrence of revisions as the behavioral mode of both groups. Participants also expressed novelty, low anxiety, and enjoyment as their emotional experiences. In terms of their cognitive experience, the majority agreed upon the applicability of teacher feedback and positive perception of writing improvement in e-PA. Yet, they were critical to regular mismatches between the scopes of teacher assessment and self-assessment, as well as teacher linguistic bias towards certain writing features. Several pedagogical implications of the study promote the facilitating role of e-PA in genre-based academic writing and e-learning contexts.

show abstract

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Hammad Al-Rashidi,

Vadivel,

Ramadan Khalil

et al. 2023

Lang Test Asia

View full text Add to dashboard Cite

This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.

show abstract

Digital Assessment Literacy in Online Courses (Formative/Summative)

Cited by 4 publications

References 10 publications

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

EFL Teachers’ and Experts’ Perspectives Toward Assessment Literacy in Digital Environments

Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Contact Info

Product

Resources

About