Holistic Assessment: Creating Assessment with Students

Williams, Simon J.; Hin, Lim Chong

doi:10.1007/978-981-287-399-6_36

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…This prompted the researcher to establish a form of co-created assessment within this research in order to bring the learners into a truly inclusive assessment system whereby both teacher and learner have say in what constitutes quality achievement. This study then re-affirms calls by Sadler and Good (2006), Heritage (2008), McManus (2008), Maiden and Perry (2011) and Williams and Lim (2015) to involve the learners in the process of assessment development, and not simply to be recipients of it.…”

Section: Co-created Aassessmentsupporting

confidence: 77%

“…Inclusivity may therefore not be an appropriate term as the students are still subject to what a third party, the teacher, deems to be acceptable achievement, which ultimately undermines the collaborative nature of the PBL work in which they are participants. Williams and Lim (2015) found that how teachers believe a project should be assessed differs to how learners think a project should be assessed. Leach, Neutze and Zepke (2001) touch on this as they note that: the knowledge that teachers believe they assess, may be quite different from the knowledge learners think they present (p. 296).…”

Section: Co-created Aassessmentmentioning

confidence: 99%

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Investigating an Equitable Approach to Individualising Grades for Wiki-focused Project-based Learning in an English for Academic Purposes Context

Kebble¹,

Williams²

2017

IJELE

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Project-based learning has enduring concerns with an individual contributor"s grade allocation. An individual"s final grade can be attained through whole group product assessment, individualised contribution assessment, or a combination of the two. Assessment can be achieved through external (teacher) product evaluation, internal (participant) process evaluation, or a combination of the two. If combination assessment is used, weighting of each element becomes an addressable issue. If a project utilises digital technologies, with a wiki being the predominant output format, the inherent software adds a further dimension to the assessment process. When the project is conducted by English language learners preparing for English-medium undergraduate studies, assessment becomes both linguistic and topic-focused. A limited two-cycle action research study was conducted at an English medium international university to investigate assessment methods utilising external and ISSN 2325-0887 2017 www.macrothink.org/ijele 14 internal evaluations, on which the design of an assessment framework could be based. Results from this study include a design approach to the allocation of individual grades, with an informed discussion of group assessment, including free-rider issues, co-created assessment, and score weightage.International Journal of English Language Education

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Section: Co-created Aassessmentsupporting

confidence: 77%

Section: Co-created Aassessmentmentioning

confidence: 99%