Liying Cheng and Janna Fox: Assessment in the Language Classroom: Teachers Supporting Student Learning

Nevisi, Reza Bagheri; Hosseinpur, Rasoul Mohammad

doi:10.1093/applin/amy015

Cited by 4 publications

(14 citation statements)

References 2 publications

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“…The processes category refers to how teachers provide feedback, including informal feedback in‐class or formal feedback on assignments. The decisions category refers to the outcomes teachers devise regarding students' performances in these events (Cheng & Fox, 2017). The execution of each component may differ among teachers owing to their various preferences in teaching philosophies and assessment types for reaching the intended goals (Cheng & Fox, 2017).…”

Section: Language Assessmentsmentioning

confidence: 99%

“…Summative assessment occurs when teachers measure or summarize what students have learned after the competition of a unit of instruction or a course (Brown & Abeywickrama, 2019). Traditionally, teachers use testing for these activities, namely quizzes and exams, to obtain and analyze scores and then decide on the grading scale (Bachman & Damböck, 2018; Cheng & Fox, 2017; Purpura, 2016). Testing has been the primary means to evaluate students' learning, but the use of other forms of assessment is increasing (Bachman & Damböck, 2018; Cheng & Fox, 2017).…”

Section: Language Assessmentsmentioning

confidence: 99%

“…Test and nontest data are from various activities and tools, namely tests, quizzes, presentations, interactive dialogues, and self‐assessments. Such data support both teachers and students because they use the data to track progress in teaching and learning goals (Brown & Abeywickrama, 2019; Cheng & Fox, 2017) and determine which steps or changes are necessary to fulfill the learning and teaching goals.…”

Section: Language Assessmentsmentioning

confidence: 99%

“…Generally, summative assessments encompass various assessment tools, such as quizzes, tests, assignments, or projects, to determine whether students have achieved the learning objectives of the instructional periods. Summative assessments are generally evaluative and administered at the end of an instructional period to measure students' knowledge and skill acquisition (Cheng & Fox, 2017).…”

Section: Language Assessmentsmentioning

confidence: 99%

“…Alignment is another crucial consideration because the quality of an assessment affects its degree of association with learning goals (Cheng & Fox, 2017). Formative assessments are used by educators and students in a collaborative process to understand students' “learning and conceptual organization, identification of strengths, diagnosis of weaknesses, areas of improvement, and as a source of information teachers can use in instructional planning” (Cheng & Fox, 2017, p. 4). Formative assessments are usually informal and sometimes used as a tool to support students' incremental learning on a regular basis within a set period.…”

Section: Language Assessmentsmentioning

confidence: 99%

See 4 more Smart Citations

American sign language level 1 assessment: What is out there?

Buchanan,

Pirone,

Pudans‐Smith

et al. 2023

Foreign Language Annals

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American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL Level 1 teachers use in the classroom and how those teachers measure students’ language progression. This study is critical because no standard ASL Level 1 assessment tool measures students’ skill levels to advance to the next level. The survey was created to build a better understanding of what tools ASL instructors use to assess their students’ language performance. Data were collected from 93 ASL level 1 teachers. The results demonstrated a need for additional training for ASL teachers to improve their knowledge of language assessments and skills in using assessment tools, especially to support ASL students’ language progress and proficiency. The results of this study provide suggestions for future assessment tools to increase the effectiveness of ASL programs across the United States.This article is protected by copyright. All rights reserved.

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Section: Language Assessmentsmentioning

confidence: 99%

Section: Language Assessmentsmentioning

confidence: 99%

Section: Language Assessmentsmentioning

confidence: 99%

Section: Language Assessmentsmentioning

confidence: 99%

Section: Language Assessmentsmentioning

confidence: 99%

See 3 more Smart Citations

American sign language level 1 assessment: What is out there?

Buchanan,

Pirone,

Pudans‐Smith

et al. 2023

Foreign Language Annals

View full text Add to dashboard Cite

show abstract

Evaluation of Essential Skills Online (ESO): A Utilization-Focused Approach to a Developmental Evaluation of a Workplace Literacy and Numeracy Resource

Reynolds¹

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Essential Skills Framework (~ 1996-2021). During ESO's development, an evaluation of its design and pedagogical content was commissioned by its developer. In response, pragmatic, collaborative, sociocultural research was undertaken using Patton's (2012) utilization-focused evaluation (U-FE) framework, within a developmental evaluation (DE) approach which, unlike traditional evaluation, focused on program development in process. This dissertation reports on the DE in a qualitative, multiphase case study which:1) provided recommendations for the ongoing development of ESO; and 2) evaluated the contributions of a U-FE framework to ESO's DE. Two organizations participated in the iteration of this DE: an Indigenous-led educational organization and a non-Indigenous-led organization that supported recently incarcerated adults. In Phase 1, pre-implementation, a situation analysis was conducted, as the evaluator and stakeholders collaborated to design the evaluation, prepare ESO for use, and organize the administration of the preand post-test (Test of Workplace Essential Skills). Phase 2, the field evaluation, consisted of fieldwork and correspondence with the field participants. Due to the COVID-19 pandemic and other unforeseen events, a full U-FE could not be completed. Therefore, in Phase 3, interviews with experts in program evaluation, adult literacy, assessment, and online learning were conducted to assess the feasibility of Phase 2's recommendations and future directions. Data (e.g., from field notes, semi-structured interviews, journal entries, focus groups, emails, documents) were analysed through coding, narrative analysis, and quantitization. The findings concerning ESO, which were corroborated by iii the industry experts, included: 1) pedagogical and design improvements, and 2) issues concerning the pre-and post-test. The industry experts also emphasized the need for increased collaboration with ESO's users to enhance its usefulness. Although some evaluators would be hesitant to use U-FE within a DE given the time constraints placed on this evaluation, the results reported here suggest its value. The U-FE framework provided an effective, holistic, structure for DE. Further, adaptability and strong communication were essential evaluator characteristics given the emergent nature of DE.Implications and future direction are discussed.

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Merdeka Belajar: the Real Learning Needs of Students, Teachers, and Institutions Related to Demands for Independent Learning Innovation

Arung

Murthado

Boeriswati

2023

IJOLAE

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This study aimed to identify real learning needs to meet the requirements of the 'Merdeka Belajar' [Freedom of Learning] concept initiated by the Indonesian Ministry of Education and Culture. This survey revealed the urgent needs of students, teachers, and institutions regarding implementing the 'Freedom of Learning' concept, as indicated by the responses of 1,935 teachers and students from various secondary schools in DKI Jakarta who completed self-designed questionnaires. These needs included freedom from formalities, adequate infrastructure, evaluation assessment systems aligned with the principle of free education, and full support from all stakeholders, particularly local government. The "Freedom of Learning" implications for government policies are also discussed.

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Liying Cheng and Janna Fox: Assessment in the Language Classroom: Teachers Supporting Student Learning

Cited by 4 publications

References 2 publications

American sign language level 1 assessment: What is out there?

American sign language level 1 assessment: What is out there?

Evaluation of Essential Skills Online (ESO): A Utilization-Focused Approach to a Developmental Evaluation of a Workplace Literacy and Numeracy Resource

Merdeka Belajar: the Real Learning Needs of Students, Teachers, and Institutions Related to Demands for Independent Learning Innovation

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