13.10. 2021 Assessment, evaluation and feedback

Pedagogical Competence I

Meaning and goals of assessment in the learning process

In today's global economy, a great education is critical for a country's worldwide competitiveness. For example, China increased its educational spending from 1997 to 2007, while the United States established a new national objective of having the largest number of college graduates in the world by 2020 [5]. Nowadays, schools are rated based on the value-added calculation that takes into account critical thinking and writing after completing a course [5]. Furthermore, NSS acknowledged that student experience is required for excellent evaluation in the UK [7]. As a result, evaluation is critical for the learning process, outcomes, and institutional quality [5, 6].

Image reference: https://www.cmu.edu/teaching/assessment/assessprogram/index.html

I understand that the assessment is part of the formative and summative roles. The summative examination assesses specific learning, specifically intermission, and provides certification [1, 4]. Formative assessment, on the other hand, is student-centered, with no final grades or cumulative worth. I assess students' ability, sensitivity, and performance in light of formative assessment [1]. I favor formative assessment because it implies ongoing review, which promotes grading and feedback for students' encouragement because grades alone do not help the learning process [4]. Teachers nowadays employ formative or summative evaluations, or both [1]. Inappropriate evaluation of both estimates, on the other hand, has perplexing results. As a result, I find that effective learning implies a relevant evaluation [4]. There is an important video on an assessment.

Furthermore, the student can evaluate the work of others in the peer evaluation by taking into account the level, value, and quality at a similar status. Many studies show that students may engage in peer assessment while considering authenticity, transparency, and generalizability [1]. Similarly, in the United States, competence assessment has been a basic method, which signifies the knowledge, skills, and capacities to do a task in a given environment.

As a result, competence evaluation and learning outcomes have become increasingly important phenomena in higher education [8]. I also believe that electronic evaluation is necessary as a result of ICT advancement because there are no distinctions between traditional and e-assessment. Both adhere to the same ideals of adaptability, validity, and fairness [3]. There is, however, a fundamental distinction between traditional and modern evaluation in that traditional appraisal does not assist the learning process or provide guidance to learners [4].

As a result, I observe that while both feedback and assessment are important for learning outcomes, feedback should provide three components: first, the subject matter of assessment, followed by criterion responsibilities. Second, teachers give explanations for their pupils' work. Third, educators detect the misalignment between students' existing positions and instructors' expectations. We can acquire a good grasp of the video.

https://www.youtube.com/watch?v=LjCzbSLyIwI

Nonetheless, I always suggest that feedback between instructors and students be communicative [4]. Peer feedback is also important for improving the quality of peer work [1], while electronic feedback helps to manage a large number of students in higher education [4].

In general, teachers can employ several assessment modes such as essay type (i.e., essay, open book, assignment, and take home), subjective (i.e., interview and grade), objective (i.e., multiple-choice and ordered), qualitative (i.e., peer evaluation), quantitative (i.e., short answer, and MC), and quick assessments (i.e., Venn diagrams, three minutes essay and gobbets, and concise explanation in the large class). In addition, I've seen that performance evaluation might take the shape of a practicum, seminar, presentation, posters, interview, project, case study, issues, or portfolio [2]. Finally, I believe that higher education should always allow for new assessment methods, but educators are concerned about the new assessment procedure since assessment change takes time and is not risk-free [7].

Reflection and feedback on group works and teaching in the online teaching session

My impression of Blueberry (Group 5) is that we shed light on the process of measuring competency and learning. We said that they are linked in terms of learning outcomes. The evaluation might be formal, informal, quantitative, qualitative, formative, or summative. The goal of the evaluation, however, should be learning rather than testing. I recognized that our group has a fundamental understanding of evaluation and feedback. Our cooperative teaching session on October 13, 2021, in Teams room 1 was entertaining, as we used multimedia pedagogy while studying connectivism and Socratic discussion. The learners were also interested in the underlying problem of evaluation and feedback.

Furthermore, Group 2 conducted an outstanding exercise of teacher feedback from a Finnish viewpoint to show us what competency is. I liked how they taught using an experiential learning approach. They demonstrated that both evaluations are not dissimilar owing to their commonalities, which was a pleasant surprise to learn from their presentation.

Example-Comments and Feedback

The comments have been sent to Afnan Khan. For example, the link shows the comments on Afnan Khan’s blog. https://www.afnankhan.com/post/implementation?commentId=94b779b6-4b20-424e-be89-145b23de43f2

References

1. Ashenafi, M. M. (2017). Peer-Assessment in Higher Education–Twenty-First Century Practices, Challenges, and the Way Forward. Assessment & Evaluation in Higher Education, 42(2), p. 226.

2. Biggs, J. (2003). Teaching for Quality Learning at University. 2nd edition, Buckingham, UK: SRHE and Open University Press.

3. Brink, R. (2011). Electronic Assessment in Higher Education. Educational Studies, 37(5), p. 503.

4. Hernandez, R. (2012). Does Continuous Assessment in Higher Education Support Student Learning? Higher Education: The International Journal of Higher Education and Educational Planning, 64(4), p. 489.

5. Liu, O. L. (2011). Value-Added Assessment in Higher Education: A Comparison of Two Methods. Higher Education: The International Journal of Higher Education and Educational Planning, 61(4), p. 445.

6. Mcphee, I. (2018). Student assessment in higher education: Embargo or empowerment? Journal of Applied Research in Higher Education, 10(2), pp. 155-169.

7. Medland, E. (2016). Assessment in Higher Education: Drivers, Barriers, and Directions for Change in the UK. Assessment & Evaluation in Higher Education, 41(1), p. 81.

8. Zlatkin‐Troitschanskaia, O. (2016). Measurement Advances and Challenges in Competency Assessment in Higher Education. Journal of Educational Measurement, 53(3), pp. 253-264.