University teachers’ conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better

Day, Indira N. Z.; Blankenstein, Floris M. van; Westenberg, P. Michiel; Admiraal, Wilfried

doi:10.1080/03075079.2018.1483326

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Although being prominent (40 propositions), the improvement purposes were likely to be framed in terms of the increased grades of students in the report book, rather than development and expansion of thinking and understanding (Day et al, 2018; Postareff et al, 2012), as teachers expressed that their daily assessments recorded any emerging evidence of student learning and behaviour which were then converted into grades. Nevertheless, unlike teachers in England (Hargreaves, 2005), instead of using these scores to inform and guide further learning, the scores were mainly used as the principal aspect of any final grading e.g., to report to parents.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Postareff et al (2012) identified a continuum of categories of assessment conceptions between reproductive and transformational purposes. Whilst reproductive conceptions focus on measuring the extent to which students remember factual information, understand, and apply the content of the learning materials, transformational conceptions place a prominent emphasis on the development of students' thinking in higher levels of cognitive processing (analyzing, evaluating, and creating) (Day et al, 2018; Postareff et al, 2012). Again, a mixed reproductive and transformational conception exists within this continuum (Day et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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This paper explores Indonesian secondary school teachers' conceptions of assessment in the context of assessment reform. Teachers working at different school level were interviewed both individually and in groups and their responses were analysed using the content analysis approach. Detailed examination of teachers' assessment propositions revealed that their perspectives about assessment embrace values, purposes, and understanding, and are marked by conceptions about the learner agency, accountability and improvement orientations. However, despite being considered important, the learner agency and accountability conceptions were often considered irrelevant. In addition, teachers reported tension with regard to their perceptions towards the reform and demonstrated a varied level of conceptual and practical understanding of the reform.The paper ends with a discussion of the complex nature of and tensions in the teachers' conceptions of assessment. Principal implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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“…Students' performance in final assessments often exhibits a strong correlation with engagement levels, demographics, and achieved results in ongoing assessments [10,18,28]. Previous studies have analyzed limited factors such as age/gender and investigated their impacts on academic performance [3,30].…”

Section: Introductionmentioning

confidence: 99%

Predicting individual learning performance using machine‐learning hybridized with the teaching‐learning‐based optimization

Arashpour

Golafshani

Parthiban

et al. 2022

Comp Applic In Engineering

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Reliable prediction of individual learning performance can facilitate timely support to students and improve the learning experience. In this study, two well‐known machine‐learning techniques, that is, support vector machine (SVM) and artificial neural network (ANN), are hybridized by teaching–learning‐based optimizer (TLBO) to reliably predict the student exam performance (fail‐pass classes and final exam scores). For the defined classification and regression problems, the TLBO algorithm carries out the feature selection process of both ANN and SVM techniques in which the optimal combination of the input variables is determined. Moreover, the ANN architecture is determined using the TLBO algorithm parallel to the feature selection process. Finally, four hybrid models containing anonymized information on both discrete and continuous variables were developed using a comprehensive data set for learning analytics. This study provides scientific utility by developing hybridized machine‐learning models and TLBO, which can improve the predictions of student exam performance. In practice, individual performance prediction can help to advise students about their academic progress and to take appropriate actions such as dropping units in subsequent teaching periods. It can also help scholarship providers to monitor student progress and provision of support.

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The online assessment in education course

Adri

Suwarjono

Sesrita

et al. 2021

J. Phys.: Conf. Ser.

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This research is a development research with the development method from Borg & Gall. This study aims to develop an online assessment program that can measure students’ mastery of concepts in science education subject matter learning. The research was conducted at a university in Bogor, West Java, Indonesia. The purpose of this study was to determine the steps for developing an online assessment program in science education courses. This program testing analysis is only carried out until the program validity testing stage by experts and students as users. Data obtained through expert validation tests and questionnaires given to students as users. The results showed that the program developed had very good criteria so that it could be used as a tool for assessing science learning for students.

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University teachers’ conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better

Cited by 3 publications

References 19 publications

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Predicting individual learning performance using machine‐learning hybridized with the teaching‐learning‐based optimization

The online assessment in education course

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