STUDENT-BASED ASSESSMENT VS. TEACHER ASSESSMENT: IS THERE ANY CONSISTENCY?

In Second Language Writing class, the use of student-based assessment such as self and peer assessments has been increasingly promoted in addition to the teacher-assessment (Alias, Masek, & Salleh, 2015; Chang, Tseng, & Lou, 2012; Esfandiari & Myford, 2013) to help the students make a good writing product (Andrade, Du, & Mycek, 2010). Nevertheless, the inclusion of the student-based assessment result in determining the students’ final score still becomes a controversial matter since some studies prove that the student-based assessment and teacher assessment are not in agreement and tend to be questionable (Alias et al., 2015; Panadero, Romero, & Strijbos, 2013). Therefore, to bridge the gap, this study aims at investigating the level of consistency among self-assessment, peer assessment, and teacher assessment in a writing course. Through a correlational research design, the current study involved 21 students who took a paragraph writing course and experienced in self and peer assessing.  To collect the data, the students were asked to write an expository paragraph that was assessed through self, peer and teacher assessments.  After collecting the data, then the data analysis is done by using Spearman Rank Order Correlation to answer whether or not there is consistency among self-assessment, peer assessment, and instructor assessment. The results reveal that the students provided the same score in self, peer and teacher assessment. However, the correlations in both self and peer-assessment, as well as self and teacher assessment, are not considered statistically significant. The significant difference occurs in the correlation between peer and teacher assessment result only. From this finding, it can be recommended to the teacher to include the result of peer assessment in determining the students' final grade

Student Self-Assessment in Primary and Secondary Education in Greece and Internationally

The present study is a review of 36 empirical studies in Primary and Secondary Education, in Greece and internationally and aims at investigating: a) the benefits of student self-assessment, b) the contribution of self-assessment to the development of students’ skills to accurately self-assess. Moreover, this study presents the factors that affect student self-assessment ability. According to the main findings, self-assessment has been investigated more in Secondary Education. Furthermore, self-assessment has positive effects mainly on performance and learning in both secondary and primary students. Self-assessment ability and the factors that influence this ability have mainly investigated on Secondary Education with clearer and more positive findings, whereas there is a lack of research in Primary Education. In Greece, it was found only one study in Secondary Education that examines the issue of self-assessment ability with positive conclusions for students. Factors that contribute to the accuracy of student self-assessment in Secondary Education are the use of a video-based modeling examples, the observation of a human model engaging in self-assessment by students, the use of scripts and the training of students in self- and peer-assessment, whereas in Primary Education the social status, training and guidance in self-assessment and the entrance examinations affect self-assessment ability

From profiles to rich tasks : the situated nature of \u27authenticity\u27 in the context of reforming curriculum and assessment practices

Outcome based education that has dominated Australian education in the 1990s is under review in the early years of the twenty first century. The available historical \u27texts\u27 produced during the first half of the 1990s, which include the national Statements and Profiles, and the state Curriculum and Standards Frameworks, provide us with documents that we can engage with not simply for \u27history\u27s sake\u27, but with an opportunity to, in the words of the feminist author Dorothy Smith, \u27displace[s] the analysis from the text as originating in writer or thinker, to the discourse itself as an ongoing intertextual process\u27 bringing into view the social relations in which texts are embedded and which they organise\u27 (1990, p. 161-2). Most Australian states and territories have now commenced significant situated, local curriculum renewal and reform. This renewed interest in curriculum offers insights into the character of recent assessment practices in Australia, recognising the tensions inherent in assessment practices and authentic assessment models. This paper explores, by way of an overview of the broad curriculum and assessment practices adopted in Australia over the past twenty-five years, the situated nature of \u27authenticity\u27 in the context of curriculum and assessment practices and how as teacher educators we are responding through our everyday work. <br /

Smart Environments design: the SPLASH project case. Journal of e-Learning and Knowledge Society

This paper describes the process of collaborative design of a Smart Environment developed for the school context. The Living Lab project entitled “SPLASH” (“Smart platform for learning and active social habitat”) will be presented in the following pages. We will describe the whole process of the platform design: from the implementation of the layout and the functionalities of the digital environment, up to the first steps of prototype use. A research team composed mainly by an ICT company, teachers and students of two secondary school, and academic researchers, has been involved in a complex process of collaborative design, in order to create the prototype of a smart, social, innovative learning environment. Finally, assessment tools provided within the platform will be described. They have been co-designed with teachers and students of the schools involved in the project

The Effectiveness of the Use of Portfolio Assessment by Controlling Prior Knowledge to Enhance Scientific Attitude Among Senior High School Students

This study was aimed at investigating the effect of the portfolio in Physics teaching on scientific attitude by controlling prior knowledge. This study was conducted at public senior high schools in Singaraja by using the experimental method with single factor independent group design with the use of covariable. This study involved 152 Class X MIPA students of senior high schools as a sample selected by multistage random sampling technique. Portfolio assessment was made by integrating it with Physics teaching. The implementation of portfolio assessment involved 4 basic elements: the presence of the student\u27s work folder, clear assessment criteria, self-assessment, and teacher and student conference. The data that were needed in this study were students\u27 scientific attitude as the independent variable and prior knowledge as covariate variable

Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study

This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. Or, more practically, “The key question is, ‘How likely is it that this finding would be reversed or substantially altered if a second, independent assessment of the same kind were made?’” (Cronbach, Linn, Brennan, and Haertel, 1997, p. 1). In addressing this question, we draw on two kinds of evidence that are rarely available: comparisons of two different portfolios completed by the same teacher in the same year and comparisons between a portfolio and a multi-day case study (observation and interview completed shortly after portfolio submission) intended to parallel the evidence called for in the portfolio assessment. Our formative goal is to illuminate issues that assessment developers and users can take into account in designing assessment systems and appropriately limiting score interpretations

E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment

Assessment is an integral part of teaching and learning in higher education. The use of technology in higher education, particularly in the ODL environment, has brought some changes on how we teach and assess students. The traditional assessment practices needed to be reviewed and reconfigured to meet the requirements of the 21st century assessment practices. The purpose of this doctoral study was to design a framework to guide the assessment of an E-portfolio as an alternative assessment approach in an ODL context. The integrated theoretical framework of the learning theories (behaviourism, cognitive and constructivist) and the ODL theories (connectivist, online collaborative and self-directed) underpinned the study. This integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed methods research design, was employed for the collection and analysis of data. The sample was drawn from a cohort of six participants and fifty-six respondents in the three colleges of the university. This sequential exploratory mixed methods design employed semi-structured interviews, document analysis for qualitative data collection while a Likert scale of an online questionnaire was used to collect quantitative data. The findings of this research indicated that the E-portfolio can be of greater use as an alternative assessment approach and was able to empower students with higher order thinking skills, critical thinking skills and self-directed learning equipping them with the 21st century skills. Several challenges were experienced during the implementation of the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa), UNISA’s policies which do not include E-portfolio assessment processes and procedures. In conclusion, the literature study, the findings of the empirical research and the recommendation of this study formed the basis for designing the framework to guide the assessment of an E-portfolio as an alternative assessment strategy for an ODL context.Curriculum and Instructional StudiesPh. D. (Curriculum Studies

The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners

This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions