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Alternatives Forms of Assessment and Marking (Grading, Feedback and…

- - - - A context in which a teacher interviews a student for a designated assessment purpose (Brown &Abeywickrama, 2010).
        
        personal background
        
        classroom activities
        
        language skills
        
        interests
      - How to conduct?
        
        Begin with small talk.
        
        Use relatively simple questions.
        
        Continue with level-check and probe questions.
        
        Frame questions simple and directly.
        
        Focus on one factor in one question.
        
        Wind down with friendly and reassuring comments.
      - Content reliability: High, with careful attention to objectives and procedures.
      - Washback effect: Moderate, unless the interview is implemented in the subsequent learning.
      - Content validity: High, as long as interview focuses on the subject and the objectives.
    - - Students complete task to achieve a common goal, purpose or concrete outcome individually, in pairs or in groups (Coombe, 2018).
      - How to conduct?
        
        State objective clearly.
        
        Give guidelines on how to conduct projects/exhibitions.
        
        Communicate assessment criteria to the students.
        
        Designate time within the curriculum for projects/exhibitions development (the length of the class, within days, weeks, or months).
        
        Establish periodic schedules for review and conferencing.
        
        Perform or exhibit end product.
        
        Provide positive washback giving final assessments.
      - Content validity: High, as long as the subject and the objectives are covered in the projects/exhibitions.
      - Content reliability: High, if all projects/exhibitions are given same attention and evaluated based on same criteria.
      - Washback effect: Moderate, if little follow up is done after assessing.
    - - Students complete experiment or demonstrate use of materials (O’Malley & Valdez Pierce,1996 as cited in Entika, 2018).
      - How to conduct?
        
        State objective clearly.
        
        Give guidelines regarding the experiments/demonstrations.
        
        Communicate assessment criteria to the students.
        
        Designate time within the curriculum for the experiments/demonstrations.
        
        Establish periodic schedules for review and conferencing.
        
        Conduct experiments/demonstrations.
        
        Provide positive washback giving final assessments.
      - Content validity: High, as long as the subject and objectives are covered in the experiments/demonstrations.
      - Content reliability: High, if all experiments/demonstrations are given same attention and evaluated based on same criteria.
      - Washback effect: Moderate, if little follow up is done after assessing.
    - - A systematic, planned procedure for real-time, almost surreptitious recording of student verbal and non-verbal behaviour (Brown & Abeywickrama, 2010)
        
        language production skills attention
        
        response to instructional materials
        
        interactions with other students
      - How to conduct?
        
        Determine the specific objectives of the observation.
        
        Decide how many students will be observed.
        
        Set up the logistics for making unnoticed observations.
        
        Design a system for recording observed performances.
        
        Plan on the number of observations.
        
        Determine specifically how the result will be used.
        
        Conduct observations.
      - Content validity: High because the observations are likely to be integrated into the ongoing process of the subject.
      - Content reliability: Moderate especially if the objectives are kept very simple.
      - Washback effect: Moderate, if little follow up is done after observing.
    - - A purposeful collection of students' work that demonstrates their efforts, progress, and achievements in given areas (Genesee & Upshur, 1996 as cited in Brown & Abeywickrama, 2010)
      - How to conduct?
        
        State objective clearly.
        
        Give guidelines on what materials to include.
        
        Communicate assessment criteria to the students.
        
        Designate time within the curriculum for portfolio development.
        
        Establish periodic schedules for review and conferencing.
        
        Designate an accessible place to keep portfolios.
        
        Provide positive washback giving final assessments.
      - Content validity: High, as long as it the objectives of portfolio are clear and it is developed according to the procedures.
      - Content reliability: High, as long as it is following the guidelines and criteria.
      - Washback effect: High, since there is constant feedback after assessing the portfolio as it is updated from time to time.
    - - An electronic assessment, in which all the assessment procedures from the start to the end of assessment should be carried out electronically. This includes the design, test implementation, recording the response and providing the feedback are all completed using ICT (Nuha, Wills & Wald, 2018).
      - How to conduct?
        
        Know what to be assessed.
        
        Choose the right tools in assessing.
        
        Design and implement test.
        
        Record response and provide feedback.
      - Content validity: High as it covers the subject and the objectives of the lesson.
      - Content reliability: High, as long as follow the assessment criteria.
      - Washback effect: High, especially when feedback is given and follow up is done in the subsequent learning.
- - - - Projects require students to apply their knowledge and skill while completing wide range of assigned tasked and involve higher levels of creativity, analysis and synthesis. They can work individually or in groups. (Lund & Kirk 2019)
      - Advantages (Barlowe & Cook, 2016)
        
        Encourage creativity and innovation
        
        Improve problem solving skills
        
        Encourage cooperation and collaboration
        
        Encourage responsibility and involvement for learning
        
        Allow pupil to contextualize and apply their learning
        
        Reliable and valid
        
        Puts to test allowed of necessary skills too.
      - Disadvantages (Barlowe & Cook, 2016)
        
        Requires proper designing of rubrics or will fail
        
        Potential free riders
        
        Time consuming and may not allow other assessment
        
        The project maybe bias if not planned properly
        
        Some students maybe too controlling
      - How to conduct? (McTighe, Doubet & Carbaugh, 2020)
        
        Journals will be used by pupils to record their reflections.
        
        Teachers will used these journals to assess their pupils as well
        
        Choose and assigned a task based on what is being taught
        
        Provide specifications, criteria and goals clearly
        
        Provide support throughout the process of the project
        
        Provide feedback during and after project
        
        Monitor progress
      - Examples
        
        Science projects
        
        Research
        
        Portfolios
        
        Art projects
    - - An exhibition is a demonstration of work at the end of a school year or at graduation. They are summative assessments, but the process of building up to a final exhibition includes ongoing assessment, feedback, and revision. Exhibitions show in-depth learning and may include feedback from viewers. Students might be required to explain or defend their work to those attending the exhibition. (Braun, 2016)
      - How to conduct (Muller, 2019)
        
        Pick a topic, theme or subject that the exhibition is center around
        
        Either assign the task or project or allow students to decide based on theme set.
        
        Assign an appropriate date that provides ample time
        
        Set criterias and goals to assess the students exhibits
        
        Asks questions or probe students to explain and defend their products
        
        Allow students to give each other feedback as well as other teachers
        
        Ask students to do own self reflection and improvement
        
        Do ongoing monitoring, feedback and guidance throughout the process
      - Advantages (Taylor, Dieker & Delisio, 2018)
        
        Allows for different views and feedback
        
        Wider audience
        
        Increases creativity and innovation
        
        Encourage communication and cooperation
        
        Build convincing and presentation skills
        
        Involves a lot of skills
        
        Teaches pupils how to work under pressure
      - Disadvantages (Taylor, Dieker & Delisio, 2018)
        
        More time and energy consuming
        
        May induce unnecessary stress
        
        May lead to out of control situations
        
        Can effect reliability and validity
    - - Role play is an experiential learning that involves students to act as common characters types in a simulation of a real life situation. It can be used as an assessment to see students' understanding of the role they are playing, the scenario they are in and their involvement in the role play because it puts to test the knowledge they have acquire. (Kasper & Youn 2018)
      - Advantages (Nurul Nadwa Ahmad Zaidi & et. al, 2017)
        
        Non-threatening setting to motivate learning
        
        Encourage innovative and creative skills and thinking
        
        Encourage cooperation and communication
        
        Encourage more worldly views
        
        Allow expression of feeling, attitudes, values and cultures
        
        Encourage thinking of big issues
      - Disadvantages (Nurul Nadwa Ahmad Zaidi, Muhd Syahir Abdul Rani & Zarinatun Ilyani Abdul Rahman, 2017)
        
        Teachers need to do heavy preparations
        
        Data and background info must be given to the students
        
        May difficult to assess proficiency of students
        
        Cannot assess writing and very little of reading
      - How to conduct (Kasper & Youn, 2018)
        
        The teacher can specify roles and scenarios.
        
        This assess their imagination and their creativity through their words and actions
        
        The teacher can also Pre-organise a role play where students answer pre-set questions
        
        The teacher can be autonomous or can be a director or narrator
        
        Possible Activities
        
        Guessing games of famous person
        
        Extraterrestrial organisms
        
        Role Switiching
        
        Students should be allowed to be spontaneous
        
        Provide feedback at the end
    - - Self and peer assessment is focus on revision and improvement. It enables students to independently assess their own and other students’ progress with confidence rather than always relying on teacher judgment. This also encourages them to be *more involve in their learning (Panadero, Jonsson & Strijbos, 2016)
      - Self Assessment
        
        Advantages (Adachi, Tai & Dawson, 2018)
        
        Encourages student's self involvement
        
        Encourages students to responsible of their own learning
        
        Encourages students to reflect on their role and contribution in group works
        
        Allow students ti see and reflect on their peers' assessment of their contribution
        
        Focuses on the development of student's judgement skills
        
        Disadvantages (Adachi, Tai & Dawson, 2018)
        
        Increases teachers workload as more instructions is required
        
        Requires to teachers to give on-going guidance
        
        Grades risk of being inflated and unreliable.
        
        A Formative Assessment for students to reflect on the quality of their own work and judge it based on the goals and criteria and to revise accordingly.
        (Panadero, Jonsson & Botella, 2017)
      - Peer Assessment
        
        DIsadvatages (Adachi, Tai & Dawson, 2018)
        
        Requires additional briefing and instructions
        
        The reliability of the grades can be unreliable and bias
        
        Tendency to award everyone similar marks
        
        Students reluctant to make judgement against peers
        
        Can encourage discrimination
        
        Students individually assess each other's contribution based on predetermined criteria. Grading also is based on a predetermined process. Usually reflects on the average marks given by group members (Panadero, Jonsson & Strijbos, 2016)
        
        Advantages (Adachi, Tai & Dawson, 2018)
        
        Agreed marking criteria reduces confusion.
        
        Encourage student involvement and responsibility
        
        Students will reflect on their contributions
        
        Develops judgement skills
        
        Encourage ownership of the process
        
        Can reduce teachers' marking load if done correctly.
        
        Provide more relevant feedback
        
        Fair as judge based on performance
        
        Can reduce Free Riders
      - How to conduct (Panadero, Jonsson & Strijbos, 2016)
        
        Provide a proper guideline for assessing
        
        Determine criteria and goals to be achieve
        
        Provide opportunities for students to identify success
        
        Provide opportunities for improvement
        
        Allow for sharing of feedback
    - - Develop student's general and specific skill by carrying out experiments. Generally used in a Science classroom it can also be used in a science sosial setting where teachers and students can experiment or test how to use for example language in real social setting. (Herborn, Mustafić & Greiff, 2017)
      - How to conduct
        
        Come up with a hypothesis for your students to experiment on
        
        Set objectives to be achieve
        
        Pick a topic or theme to base the experiment on
        
        Provide procedure or structures if necessary
        
        Ask pupils to find variables
        
        Carry out the experiment and collect data and results
        
        Asks students to share their findings and explain their process
        
        Grade based on their data, outcome, presentation and overall process
      - Advantages
        
        Encourage cooperative and communicate skills
        
        Increase problem solving skills
        
        Allows for practical practice and hands on implementation
        
        Memorable and relatable learning
      - Disadvantages
        
        Time consuming
        
        Mostly used for Science
        
        Can have possible fail outcomes
        
        Free riders
  - - - Critical Thinking and Problem Solving Skill
      - Supports Communication and Collaboration
      - Encourage Creativity and Innovation
      - (Lund & Kirk, 2019)
- - - - Examples:
        A for 80-100%
        B for 60-70%
        C for 50-60%
    - - Overgeneralisation
      - Does not bring in depth meaning to evaluate pupils' language skills holistically.
      - No information on pupils strength and weakness or relative performance across a number of objectives and taks
  - - - A form of performance measurement and constructive feedback for pupils which substitute or supplement grades (Hanson et al., 2013).
      - Characteristics (Brown & Abeywickrama, 2010)
        
        Style and form of narrative evaluations usually includes strength and weakness
        
        Sometimes combined with other performance metrics, including letter and number grades and pass or fail designations
        
        Consist of several paragraphs of written text about pupils’ individual performance and course work
      - Advantages (Hanson et al., 2013).
        
        Captures abstract details on students’ performances, strengths and weaknesses of each learner, providing the information needed for remediation as well as facilitation of progress
      - Disadvantages
        
        Requires a larger time commitment from educators
    - - Characteristics (British Columbia Institute of Technology, 2010)
        
        Uniform measures are applied across all students
        
        Can be accompanied by letter grade
        
        Have space for other information such as the student’s name, date, course, examiner, and overall result
        
        Comments from teacher
        
        Be written with clear, detailed wording to minimize the risk of misinterpretation
        
        Pupils' own goals in light of the results of the checklist and teacher's comments
        
        Have criteria for success based on expected outcomes
      - Disadvantage
        
        Individualization is slightly reduced
      - Tool for identifying the presence or absence of conceptual knowledge and what needs to be included in a piece of work (Brown & Abeywickrama, 2010)
      - Advantage
        
        Teacher's time is minimized
    - - Pupils' commenting on their own achievement in a whole course of study or summation of abilities and potential of setting up goals for future learning and development.
      - Tools
        
        a guided journal entry that directs the student to reflect on the content and linguistic objectives
        
        an essay that self-assesses
        
        a teacher-student conference
        
        checklists
      - Characteristics (Gurbanov, 2016).
        
        Grading their own work, either with respect to specified standards (for example, model answers)
        
        Establishing explicit criteria for satisfactory and unsatisfactory performance.
      - Advantages
        
        Encouraged to reflect on their own work and the standards with which it is appropriate for them to be concerned.
        
        Saving of teachers time
      - Disadvantage
        
        Bias grading
    - - Characteristics (Giordano, 2020).
        
        Encourages cooperation and collaboration by personalizing descriptions of student performance and grading
        
        Involving pupils in their grading which gives opportunity to “show what they know” and authentically reflect on their growth.
        
        Pupils are able to articulate their mastery of performance standards and justify the reason their score should be reported a certain way.
        
        Self-improvement suggestions
      - Advantages
        
        Flexible time and place
        
        Promote closer relationships between students and instructors
        
        Individualized attention
      - A discussion between a teacher and a pupil on the performance standard or reasons for grade and progress in their learning after completion of assigned work (Giordano, 2020).
      - Disadvantage
        
        Time consuming
    - - British Columbia Institute of Technology. (2010). Developing Checklists and Rating Scales. http://www.northernc.on.ca/leid/docs/ja_developchecklists.pdf
      - Brown, H. D. & Abeywcikrama, P. (2010). Language Assessment: Principles and Practices. Pearson Education.
      - Department for Education of South Australia. (2016). Assessment and Reporting. http://blackwoodps.sa.edu.au/assessment-and-reporting.html
      - Giordano, K. (2020). Using Conferences for Grading Students. https://www.teachbetter.com/blog/using-conferences-for-grading-students/
      - Gurbanov, E. (2016). The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives). Journal of Education in Black Sea Region, 1(2), 82-91. https://files.eric.ed.gov/fulltext/ED569122.pdf
      - Hanson, J. L., Rosenberg, A. A. & Lane, J. L. (2013). Narrative Descriptions should Replace Grades and Numerical Ratings for Clinical Performance in Medical Education in The United States. Frontiers in Psychology, 4, 668. https://doi.org/10.3389/fpsyg.2013.00668
      - Magno, C. (2010). The Functions of Grading Students. The Assessment Handbook, 3, 50-58. https://www.researchgate.net/publication/277405282_The_Functions_of_Grading_Students
      - Muhamad Saiful Bahri Yusoff. (2013). Using Feedback to Enhance Learning and Teaching. Centre for Academic Excellence & Student Advisory and Development (CDAE). https://cdae.usm.my/images/PDF/using-feedback-to-enhance-tl.pdf