المؤلفون: Marzieh Souzandehfar

المصدر: International Journal of Language Testing. 2024 14(1):34-55.

تمت مراجعته من قبل الزملاء: Y

Page Count: 22

الواصفات: Speech Communication, Thinking Skills, Problem Solving, Applied Linguistics, Second Language Learning, English (Second Language), Language Tests, Task Analysis, Performance Based Assessment, Test Use, Doctoral Students, Second Language Instruction, Language Teachers, Teacher Education Programs, Test Items, Foreign Countries

مصطلحات جغرافية: Iran

معرفات التقييم و الدراسة: International English Language Testing System

مستخلص: This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of convergence of the results from the analyses could open new horizons for experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer's framework.

Abstractor: As Provided

المؤلفون: Anwar Farhan Mohamad Marzaini, Shahazwan Mat Yusoff, Noorhayati Zakaria, Mohamad Helme Basal, Wan Nurul Elia Haslee Sharil, Kaarthiyany Supramaniam

المصدر: Malaysian Journal of Learning and Instruction. 2024 21(1):249-284.

تمت مراجعته من قبل الزملاء: Y

Page Count: 36

الواصفات: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers, Educational Policy, Compliance (Legal), Student Evaluation, Evaluation Methods, Secondary School Teachers, Educational Practices, Alignment (Education), Performance Based Assessment, Tests, Observation

مصطلحات جغرافية: Malaysia

مستخلص: Purpose: Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers' practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology: Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews, classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of the Malaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at the secondary level. The data collected were analyzed through thematic analysis procedures. Findings: This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observed in teachers' practices during the implementation phase. Despite employing various assessment methods, teachers predominantly leaned towards formal assessments, with less emphasis on student-centred approaches. Challenges surfaced when explicit learning objectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students' diverse capabilities. At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students' grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance: This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities.

Abstractor: As Provided

المؤلفون: Beckie Bray Rankin, Nikki Prasad

المصدر: NECTFL Review. 2024 (92):197-205.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Student Attitudes, Performance Based Assessment, Second Language Learning, Second Language Instruction, Critical Thinking, Language Proficiency, Learning Processes, Learning Motivation, Language Teachers, French, Scoring Rubrics, Communicative Competence (Languages), Student Evaluation, Evaluation Methods, High School Students, Writing (Composition), French Literature

مستخلص: Motivating students towards language learning includes embedding meaningful themes, communicative tasks, and authentic assessments. When voice and choice are held as essential qualities of the task, students invest in the resources to make meaning and express their own thoughts, thus moving us away from traditional assessments that emphasize surface-level understanding and towards critical thinking and proficiency. Applying the unit's learning to an interpersonal or presentational assessment that values not only the structures and vocabulary but also the students' synthesis makes their language learning personal.

Abstractor: As Provided

المؤلفون: Steve Delie, Mackinac Center for Public Policy

المصدر: Mackinac Center for Public Policy. 2024.

تمت مراجعته من قبل الزملاء: N

Page Count: 27

الواصفات: Collective Bargaining, School Districts, Public School Teachers, Teacher Placement, Teacher Salaries, Teaching Experience, Unions, Elementary Secondary Education, State Boards of Education, Decision Making, Contracts, Compliance (Legal), Language Usage, Teacher Effectiveness, State Legislation, Labor Legislation, Teacher Evaluation, Job Layoff, Performance Based Assessment, Teacher Discipline

مصطلحات جغرافية: Michigan

مستخلص: The tables have turned on Michigan's public school boards and other school officials. As a result of changes to the state's labor law in 2023, school districts face the risk of losing some authority to determine who should be teaching in their classrooms. Teachers unions are empowered once again to demand districts treat teachers as if they are interchangeable widgets, basing all decisions related to promotion, placement and pay on seniority. School officials have not had to bargain over these issues for more than a decade but will suddenly find themselves facing these concerns again. The report reviewed the teachers union contracts in the 200 largest school districts in Michigan, which enroll about 70% of the public school students in the state. It reveals that some districts have automatic revival language in their contracts, which will make the changes to collective bargaining take immediate effect. It also assesses how thoroughly districts complied with the 2011 reforms and offers suggestions for school officials to deal with this new bargaining reality. It concludes by suggesting school districts review their existing contracts, familiarize themselves with previously prohibited terms, and negotiate firmly to preserve contract terms that prioritize improving teacher effectiveness and educational outcomes rather than union priorities such as reestablishing seniority-based rules.

Abstractor: As Provided

المؤلفون: Hidayah Mohd Fadzil

المصدر: Malaysian Online Journal of Educational Sciences. 2024 12(1):49-57.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Science Teachers, Teacher Attitudes, Computer Assisted Testing, Evaluation Methods, Student Evaluation, Performance Based Assessment, Elementary School Teachers, Telecommunications, Handheld Devices, Foreign Countries

مصطلحات جغرافية: Malaysia

مستخلص: In line with government policy to enforce classroom-based assessment (CBA) for lower primary school, science teachers need to focus more on student's character building through establishing a fun and meaningful teaching and learning culture. Based on the standards-based school curriculum, assessment must be done holistically and authentically as part of the teaching and learning process. However, previous studies have found that teachers do not entirely understand the implementation of CBA in teaching and learning. This problem could arise as teachers find it challenging to construct instruments related to CBA, as they are more familiar with examinations that evaluate student's achievement. Thus, this study explores teachers' perspectives on the best criteria of a technology-enhanced assessment tool consistent with the current CBA practices and student's required skill development in science. Qualitative analysis revealed teachers' evaluation criteria in three categories, i.e., user control, visual and technical usability, and support. The results point to recommendations for future research on evaluating the capabilities of existing mobile apps in classroom-based assessment.

Abstractor: As Provided

المؤلفون: Geoffrey Phelps, Devon Kinsey, Thomas Florek, Nathan Jones

المصدر: ETS Research Report Series. Dec 2023.

تمت مراجعته من قبل الزملاء: Y

Page Count: 46

الواصفات: Performance Based Assessment, Feedback (Response), Formative Evaluation, Teacher Educators, Elementary School Teachers, Mathematics Teachers, Reading Teachers, Language Arts, Teacher Education, Teacher Attitudes, Educational Practices, Summative Evaluation, Readiness, Pedagogical Content Knowledge

مستخلص: This report presents results from a survey of 64 elementary mathematics and reading language arts teacher educators providing feedback on a new type of short performance task. The performance tasks each present a brief teaching scenario and then require a short performance as if teaching actual students. Teacher educators participating in the study first reviewed six performance tasks, followed by a more in-depth review of two of the tasks. After reviewing the tasks, teacher educators completed an online survey providing input on the value of the tasks and on potential uses to support teacher preparation. The survey responses were positive with the majority of teacher educators supporting a variety of different uses of the performance tasks to support teacher preparation. The report concludes by proposing a larger theory for how the performance tasks can be used as both formative assessment tools to support teacher learning and summative assessments to guide decisions about candidates' readiness for the classroom.

Abstractor: As Provided

المؤلفون: John M. Norris, Shoko Sasayama, Michelle Kim

المصدر: ETS Research Report Series. Dec 2023.

تمت مراجعته من قبل الزملاء: Y

Page Count: 24

الواصفات: Electronic Mail, Writing (Composition), Task Analysis, Student Evaluation, Second Language Learning, English Language Learners, Simulation, Language Tests, Cognitive Processes, Difficulty Level, Performance Based Assessment, Language Proficiency

مستخلص: Accomplishing a communication task in the real world requires the ability not only to do the task per se but also to manage aspects of the context in which it occurs. For this reason, simulations of target language use contexts have been incorporated into the design of communicative language tests as a way of enhancing the authenticity of assessment task performance. Although some contextual factors may increase extraneous cognitive load and distract learners from focusing on the task at hand (Sweller, 1994), they represent important design considerations in task-based language assessment (TBLA), where the purpose of assessment is to determine what second language (L2) learners can do with the target language in the real world. In that sense, the extraneous cognitive load might well be part of the construct we are interested in assessing. Accordingly, the current study simulated aspects of a real-world task performance context as part of an email writing task assessment. Simulated context was operationalized as (a) additional information about the task scenario, (b) a visual image to simulate the physical context, and (c) an audio to replicate the real-world experience. A total of 276 L2 English learners performed the email task, half with simulated context and the other half without it. Findings revealed that, when presented with simulated context, the tasks were perceived by participants to have induced more time pressure and to be more interesting. In terms of performance effects, the provision of simulated context negatively affected the syntactic complexity of participants' writing but positively affected their syntactic fluency. It also led to greater discrimination among learners at different proficiency levels on various measures of language performance. The paper concludes by highlighting implications for task design and validity evaluation, especially in TBLA.

Abstractor: As Provided

المؤلفون: Jing Miao, Sandip Sinharay, Chris Kelbaugh, Yi Cao, Wei Wang

المصدر: ETS Research Report Series. Dec 2023.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Scoring, Performance Based Assessment, Licensing Examinations (Professions), Certification, Scores, Decision Making, Regression (Statistics)

مستخلص: In a targeted double-scoring procedure for performance assessments that are used for licensure and certification purposes, a subset of responses receives an independent second rating if the first rating falls into a preidentified critical score range (CSR) where an additional rating would lead to considerably more reliable pass-fail decisions. This study evaluates the CSRs using two approaches--one based on imputation of missing scores and the other based on statistical decision theory--using data from the Performance Assessment for School Leaders (PASL). Results from the evaluation indicate that the currently used CSRs are effective.

Abstractor: As Provided

المؤلفون: State University System of Florida, Board of Governors

المصدر: Board of Governors, State University System of Florida. 2023.

تمت مراجعته من قبل الزملاء: N

Page Count: 43

الواصفات: State Universities, Accountability, Strategic Planning, Statewide Planning, Trustees, Governing Boards, Cooperation, Educational Objectives, Performance Based Assessment, Educational Finance, Research Universities, Enrollment Projections, Definitions, Teaching Methods, Learning Processes, Educational Innovation

مصطلحات جغرافية: Florida

مستخلص: The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. This System Accountability Plan summarizes the data from each university's Accountability Plan. Interested stakeholders are encouraged to also review each university's Accountability Plan for important narrative information detailing key opportunities and initiatives in the coming years. Contents include: (1) Introduction; (2) Performance Based Funding Metrics; (3) Board of Governors Choice Metrics; (4) Preeminent Research University: 2023 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions. [For "State University System of Florida Summary: Accountability Plan, 2022," see ED626064.]

Abstractor: ERIC

المؤلفون: Angelina Lim (ORCID 0000-0002-8219-1191), Sunanthiny Krishnan, Harjit Singh, Simon Furletti, Mahbub Sarkar, Derek Stewart, Daniel Malone

المصدر: Advances in Health Sciences Education. 2024 29(3):859-878.

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Allied Health Occupations Education, Clinical Experience, Performance Based Assessment, Vocational Evaluation, Pharmaceutical Education, Undergraduate Students, Objective Tests, Occupational Tests, Situational Tests

مستخلص: Objective Structured Clinical Examinations (OSCEs) and Work Based Assessments (WBAs) are the mainstays of assessing clinical competency in health professions' education. Underpinned by the extrapolation inference in Kane's Validity Framework, the purpose of this study is to determine whether OSCEs translate to real life performance by comparing students' OSCE performance to their performance in real-life (as a WBA) using the same clinical scenario, and to understand factors that affect students' performance. A sequential explanatory mixed methods approach where a grade comparison between students' performance in their OSCE and WBA was performed. Students were third year pharmacy undergraduates on placement at a community pharmacy in 2022. The WBA was conducted by a simulated patient, unbeknownst to students and indistinguishable from a genuine patient, visiting the pharmacy asking for health advice. The simulated patient was referred to as a 'mystery shopper' and the process to 'mystery shopping' in this manuscript. Community pharmacy is an ideal setting for real-time observation and mystery shopping as staff can be accessed without appointment. The students' provision of care and clinical knowledge was assessed by the mystery shopper using the same clinical checklist the student was assessed from in the OSCE. Students who had the WBA conducted were then invited to participate in semi-structured interviews to discuss their experiences in both settings. Overall, 92 mystery shopper (WBA) visits with students were conducted and 36 follow-up interviews were completed. The median WBA score was 41.7% [IQR 28.3] and significantly lower compared to the OSCE score 80.9% [IQR 19.0] in all participants (p < 0.001). Interviews revealed students knew they did not perform as well in the WBA compared to their OSCE, but reflected that they still need OSCEs to prepare them to manage real-life patients. Many students related their performance to how they perceived their role in OSCEs versus WBAs, and that OSCEs allowed them more autonomy to manage the patient as opposed to an unfamiliar workplace. As suggested by the activity theory, the performance of the student can be driven by their motivation which differed in the two contexts.

Abstractor: As Provided