Laure CHEN, Lily LEI, Monaliza Maximo CHIAN, Ling CHE
Assessment in education serves to enhance the quality of education. Macro-level assessments aim to provide accountability, qualifications, and accreditation at the institutional, programme, and individual levels; classroom assessments serve to support and improve the teaching process and students’ learning. Thus, both educators and learners need to strengthen their assessment literacy, i.e. the capability for teachers to adopt appropriate assessment methodologies to improve students’ learning, and to analyse, interpret and evaluate performance data; and the capability for students to assess and evaluate their own learning. While assessment of learning (AoL) focuses on determining students’ performance to learning objectives; assessment for learning (AfL) and assessment as learning (AaL) focus on the process of learning. Assessment for learning (AfL) is a process of gathering information about students’ learning, which informs teachers to modify their teaching with differentiated instruction and feedback for students to enhance their learning. Assessment as Learning (AaL) engages students in reflecting on and monitoring their learning progress, usually through self and peer assessment.
COVID-19 has called for an unexpected and temporary shift to online learning, i.e. emergency remote teaching (ERT), resulting in an increased reliance on digital assessment which enables comprehensive monitoring of students’ progress, exchanging immediate and personalised feedback, diminishing time and/or location restrictions, and evaluating generic skills, including collaboration and problem-solving skills (Nguyen et al., 2017; Timmis et al., 2016).
Below are some relevant and timely school examples, internet resources, and scholarly contributions that raise issues, considerations, and challenges as we strive to continually advance our knowledge on assessment to adapt to changing conditions on education.
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76, 703-714.
Highly-Cited Academic Articles (Based on analysed results from Web of Science)
Barra, E., López-Pernas, S., Alonso, Á., Sánchez-Rada, J. F., Gordillo, A., & Quemada, J. (2020). Automated assessment in programming courses: A case study during the COVID-19 era. Sustainability, 12(18), 7451.
Articles Published in/about the Region
Chan, K. K. H, & Yau, K. W. (2020). Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment. International Journal of Science and Mathematics Education, 19(2), 289-311.
Reichert, F., Zhang, D., Law, N. W. Y., Wong, G. K. W., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research and Development, 68(6), 2991-3013.
Pun U Association Wah Yan Primary School. (n.d.) Quality Education Fund Thematic Network - Promoting assessment for learning and assessment as learning in senior primary (P.4) mathematics and Chinese language. (Chinese only)
Deneen, C., Fulmer, G., Brown, G. W., Tan, K., Leong, W. S., & Tay, H. (2019). Value, practice and proficiency: Teachers' complex relationship with assessment for learning. Teaching and Teacher Education, 80, 39-47.
Sharadgah, T. A., & Sa'di, R. A. (2020). Preparedness of institutions of higher education for assessment in virtual learning environments during the COVID-19 lockdown: Evidence of bona fide challenges and pragmatic solutions. Journal of Information Technology Education: Research, 19, 755-774.
Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L., Mukama, E., Warusavitarana, A., . . . Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology & Society, 19(3), 58-71.
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