Teachers’ classroom assessment and grading practices

Widiastuti, Ida Ayu Made Sri

doi:10.1051/shsconf/20184200052

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…These practices lead to grading inflation (Arrafii, 2020;Zulaiha et al, 2020). Grading inflation occurs when teachers consider academic and non-academic factors and internal or external factors (Arsyad Arrafii, 2020;Brookhart et al, 2016;Chen & Bonner, 2017;Cheng & Sun, 2015;Cox, 2011;Guskey & Link, 2019;Isnawati & Saukah, 2017;Karagül et al, 2017;Pulfrey, 2013;Randall & Engelhard, 2010;Widiastuti, 2018;Yesbeck, 2011;Zoeckler, 2007;Zulaiha, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Discussionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…One strategy could be to grade the performance of reviewing peers. Grading has been effective in promoting student engagement (Widiastuti, 2017;Young, 2011). Given the numerous tasks performed during the feedback activity, the grading could become a rather tedious task for instructors to perform rigorously.…”

Section: Discussionmentioning

confidence: 99%

Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions

Dimitriadis

Gašević

2020

Assessment & Evaluation in Higher Education

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Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the learning processes involved in each of them. Then, we present a web-based platform, called Synergy, which is designed to facilitate collaborative peer feedback as conceptualised in the theoretical framework. To enable instructor support and facilitation during the feedback practice, we propose a learning analytics support integrated into Synergy. The consolidated model of learning analytics, which concerns three critical pieces for creating impactful learning analytics practices, theory, design, and data science, was employed to build the analytics support. The learning analytics support aims to guide instructors' class-wide actions toward improving students' learning experiences during the three phases of peer feedback. The actionable insights that the learning analytics support offers are discussed with examples.

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“…The assessment of knowledge is carried out by measuring the students 'mastery which includes factual, conceptual, and procedural knowledge at various levels of thought processes (Widiastuti, 2018). Assessment in the learning process serves as a tool to detect learning difficulties and as a tool to measure achievement in the learning process (Yahiji, Otaya, & Anwar, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Widiastuti

Pramerta

Suparsa

et al. 2020

ijolida

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Classroom assessment is a process of collecting and utilizing information on student learning outcomes carried out by teachers. The process of collecting and utilizing this information is used to determine the level of achievement of students towards competency attainment. The results of the assessment can provide an overview of the competence and progress of the students. This study explores the principles of classroom-based assessment carried out by teachers in real classroom settings. The study revealed that teachers employed various assessment techniques due to their various understanding of classroom assessment. Teachers had different views on how the implementation of classroom assessment and methods of assessments. Several forms of assessment conducted by teachers include a collection of a portfolio, product, project, performance, and written tests. However, some teachers still conducted those forms of assessment inappropriately. This study implies that further educational training on classroom assessment should be developed by educational stakeholders.

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Teachers’ classroom assessment and grading practices

Cited by 7 publications

References 18 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions

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