EAP teachers' knowledge and use of learning-oriented assessment: A cross-contextual study

Fazel, Ismaeil; Ali, Afiza Mohamad

doi:10.1016/j.system.2021.102685

Cited by 16 publications

(19 citation statements)

References 20 publications

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“…Constructivist feedback-Based assessment method as key for effective teaching and learning: The cevelopment and impact on mechanical engineering students' adaptive capacity, decision making, problem solving and creativity skills, International Journal of Cognitive Research in Science,Engineering and Education (IJCRSEE),12(1),[57][58][59][60][61][62][63][64][65][66][67][68][69][70][71][72][73][74][75][76] difference in the decision-making skills of experimental and control group students after implementing the Constructivist Feedback-Based Assessment Method. This is in line with research conducted by (Fazel and Ali, 2022), which explains that feedback gives students an overview of their decisions. They can see the positive and negative aspects of their decisions.…”

Section: Observationssupporting

confidence: 89%

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Waskito,

Wulansari,

Rifelino

et al. 2024

IJCRSEE

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Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.

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Section: Observationssupporting

confidence: 89%

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Waskito,

Wulansari,

Rifelino

et al. 2024

IJCRSEE

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“…In a sense, they engage students in learning tasks that they have to handle in communicative contexts outside the walls of the classroom. Assessment practices which are in conformity with LOA are conducive to deep learning since they consider learning outcomes (Fazel & Ali, 2022). Additionally, they are designed and administered to foster students' sensibilities and higher-order thinking skills.…”

Section: Learning-oriented Assessmentmentioning

confidence: 99%

“…The second feature of LOA calling for further explanation posits that it lays the ground for students' engagement in evaluative practices through self-assessment and peer assessment (Carless, 2015). In this regard, the proponents of LOA have argued that in order to help students detect and address their learning needs and wants, they need to have a good awareness of evaluation criteria (Fazel & Ali, 2022;Smyth & Carless, 2021). For this purpose, they should be exposed to sufficient exemplars and samples.…”

Section: Learning-oriented Assessmentmentioning

confidence: 99%

“…Their findings unveiled that the participants used both traditional assessment methods and assessment practices aligned with LOA, such as self-assessment and peer assessment to measure students' reading comprehension skills. Finally, in an exploratory study, Fazel and Ali (2022) scrutinized a group of EAP teachers' knowledge and practices with respect to LOA in the two different contexts of Malaysia and Canada. Their findings showed that the participants reported not having sufficient knowledge of the principles and procedures of LOA.…”

Section: Language Teachers' Conceptions Of Loamentioning

confidence: 99%

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Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Jalilzadeh

Coombe

2023

Lang Test Asia

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Learning-oriented assessment has been called a practice that can be employed to increase the power of assessment practices in the classroom and one that has been said to promote efficient student learning. However, it is not always easy to employ learning-oriented assessment in English classes, because of a number of constraints. This study aimed at investigating the constraints which hinder teachers’ use of learning-oriented assessment in EFL classes. A phenomenological research method was used to explore the constraints associated with learning-oriented assessment. EFL teachers were selected through purposive sampling. The interviews were thematically coded into three main categories: teacher-related, institute-related, and learner-related constraints. It can be inferred that coordination among the different components of the curriculum is a necessary step that teachers need to take before attempting to employ LOA principles in their classes. Findings are theoretically and practically significant to EFL teachers and teacher educators as assessment instructors.

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“…Based on the findings, the surveyed teachers did not place particular value on self-and peer assessment strategies and scarcely implemented them in their assessment practices. In a similar vein, Fazel and Ali [29] compared two groups of Canadian and Malaysian teachers' familiarity with learning-oriented assessment at both theoretical and practical levels. The results indicated that the teachers in both groups were, to some extent, acquainted with the concept of assessment for learning; however, on the practical level, they reported a lack of familiarity on how to implement the relevant principles.…”

Section: Introductionmentioning

confidence: 99%

Language Assessment Courses: An Investigation of the Course Instructors’ Pedagogical and Assessment Practices

Taghizadeh

Mazdayasna

2022

Education Research International

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Upon recognizing the significance of assessment literacy as a necessity for modern professional teachers, the quality of assessment courses has been examined from different angles. The present research aimed to examine the nature and functionality of assessment training at Iranian state universities in fostering the development of language assessment literacy (LAL), with a specific focus on the course instructors’ pedagogical practices (in terms of instructional materials/content and pedagogical practices) and assessment practices (including both formative and summative assessment). One hundred three course instructors were surveyed through a set of open-ended questions, and two course instructors’ pedagogical and assessment practices were observed throughout an educational semester. Based on the content and descriptive statistical analysis of the data, a lack of divergence in the instructors’ teaching and assessment practices was observable, with the majority of the instructors adhering to traditional methods, showing no inclination to adopt innovative practices. Lack of a balanced focus on all the core elements of LAL, being theory-laden and disconnected from practice in assessment, and use of dated teaching materials were recognized as factors or inappropriate practices on the part of the course instructors that might hinder the development of LAL in the researched context. Furthermore, a set of key action which might be taken by the course instructors to reduce the obstacles in developing and maintaining LAL has been suggested. Finally, limitations of the study and suggestions for future studies on LAL have been mentioned.

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EAP teachers' knowledge and use of learning-oriented assessment: A cross-contextual study

Cited by 16 publications

References 20 publications

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Language Assessment Courses: An Investigation of the Course Instructors’ Pedagogical and Assessment Practices

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