Supportive assessment strategies as curriculum events in a performance-oriented classroom context

Abstract

This article examines the role and pedagogical implications of supportive assessment strategies at the interface where curriculum, general Didaktik and pedagogy meet; theoretically, the article draws upon concepts from research in each of those domains. This interplay is examined in relation to the performance-orientation on two curricular levels: on the programmatic curriculum level, Sweden is used as an example for a result-oriented curricular assessment context. On the enacted curriculum level, a high-performing class in year 8 in a Swedish compulsory school is chosen as a concrete case. Methodologically, the study represents a classroom case study. The empirical data corpus has been collected during one school year and consists of video-recorded lesson observations in the subjects of Swedish and science, semi-structured interviews with teachers and students, and field notes and teaching artefacts in the form of teaching documents. The results show that the supportive assessment strategies used in this classroom context can be understood as a kind of catalyst for the curricular performance orientation, where the effective achievement of externally set up outcome expectations is the purpose. Finally, this is critically discussed, among others, in relation to a bildungs-oriented understanding of education.

Quality indicators of effective teacher-created summative assessment

“…Validity is the visible alignment of the assessment task with the curriculum requirements and what has been taught. Content validity refers to the alignment of the assessment with externally set curriculum requirements, such as a syllabus or alignment to the content taught (Vogt, 2022; Darling-Hammond et al , 2013). Not only this, but the breadth, depth and thinking levels must explicitly match the teaching phase and assessment requirements (Bloom, 1956).…”

“…Reliability measures the consistency, dependability and accuracy of marking and decision-making in assessment. Two predominant types of reliability are mentioned in the literature: intra-rater reliability, which considers the consistency of one marker marking across the entire cohort, and inter-rater reliability, which examines how to ensure consistency and dependability of marking across multiple markers (Vogt, 2022). As this research studied the creation of a summative assessment item rather than marking it, it is assumed that thorough moderation processes would be undertaken at a school or district level to ensure the reliability and dependability of results across broader cohorts of students.…”

“…These occur when one individual or group of students is not unfairly advantaged or disadvantaged by the teaching and learning process and the conditions of the assessment item (this could be based on gender, race or socioeconomic status, to name a few). The absence of bias considers if a potential advantage or disadvantage exists for a particular group of students when completing the assessment (Vogt, 2022). If an item's context, requirements or wording does not advantage or disadvantage students based on gender, ethnicity, religion, socio-economic status, involvement in extra-curricular activities or other potential sources of bias, the item may be deemed fair.…”

“…Although most of the literature reviewed mentioned effective summative assessment, a seminal publication specifically defining principles characterising effective teacher-created summative assessment design appeared unidentified. It was noted that an author’s defining characteristics of what effective summative assessment meant were generally only mentioned in passing as the authors continued onto another focus of study (Vogt, 2022; Wyatt-Smith et al , 2017). It was, therefore, essential to review as many articles as possible to capture these mentions, either in the abstract, introduction or background of a study.…”

Mind Mapping Berbasis Problem Based Learning sebagai Media Pembelajaran Menarik bagi Siswa Kelas V SD

“…Tujuan pembelajaran IPA di SD adalah pemahaman terhadap disiplin IPA dan keterampilan berkarya untuk menghasilkan suatu produk yang akan merefleksikan penguasaan kompetensi seseorang sebagai hasil belajarnya (Ariyanto, 2018;Wahyudi et al, 2021). Pembelajaran IPA seharusnya mencakup keempat aspek tersebut sehingga pembelajaran IPA lebih bermakna dan tujuan itu sendiri dapat tercapai secara optimal (Ariani, 2020;Lutfi et al, 2018;Vogt, 2021). Pembelajaran IPA di sekolah dasar merupakan salah satu mata pelajaran yang asik dan menyenangkan karena ada sangkut pautnya dengan sesuatu yang konkret (Nurroeni, 2013;Sulichah, 2018).…”