Assessment for All Learners
Issue 2, July 2022
Editorial Note
by Tan Heng Kiat, Kelvin (NIE)
Despite our best efforts, assessment in the form of tests and examinations still dominates our teaching and learning in schools. We term our large-scale national examinations in Singapore as high stakes assessment, which perpetuates the impression that only national examinations are important and have ‘stakes’. Assessment that is not described as ‘high stakes’, such as assessment for learning practices in schools, are implied not to have anything at stake and are unimportant.
What, then, is at stake when it comes to assessment for learning? And what is at stake for our learners in assessment beyond performing in tests and examinations? Perhaps we should ask less what our learners should be doing for assessment, and ask more what assessment is doing for all our learners. This is the recurring focus of the articles in this AFAL issue – What should assessment, in particular assessment feedback, be doing for all our learners?
We begin with exploring the alignment between teachers’ assessment literacy and students’ learning outcomes, and identify the concrete steps for directing what teachers learn about feedback literacy to systematically and eventually lead to students learning.
In order for assessment feedback to focus on students’ learning, it is vital to change mindsets from assessment feedback as (mere) provision of advice, to feedback as a systematic pedagogy. In that context, Professional Learning Teams from Edgefield Secondary School and Riverside Secondary School collaborated with NIE assessment faculty to develop a Feedback Pedagogy for their learners (PG 02/21 THKK). Four feedback pedagogies in the context of English Language, Malay Language, Humanities, and Chinese Language are featured. Such feedback pedagogy may be unpacked in three common phases – (a) preparing students to receive feedback, and in some instance receiving their requests for feedback, (b) engaging students with feedback advice and dialogue, and finally (c) supporting students in responding to feedback.
In the context of primary education, we feature two examples from Chua Chu Kang Primary School of supporting students in assessment to optimise their learning. “Initiate to Differentiate” describes the initiative of an entire MTL department to differentiate assessment for different learners. The school wide implementation of Growth Mindset provides an example of supporting mindset change for teachers and students, and the emphasis on growth in turn keeps minds focused and receptive to optimising learning from assessment.
Finally, the H.E.A.L. approach to assisting students with assessment stress originated with students with learning difficulties in mind, but its systematic and affirming practices would be useful for any student who would encounter undue and unhelpful stress from assessment. That is probably something we need as educators ourselves in our strenuous assessment literacy efforts!
On behalf of the editorial team, let me thank you, our readers, for the pleasure of supporting you in your assessment and learning efforts. As a community, the editorial team periodically shares with each other what we are doing and learning in assessment, and how (and how well) our various efforts in our different contexts help all our learners. The AFAL bulletin has certainly helped us to remain focused on our own learning, and clarified our identity and role as learners in assessment.
In that context, we are pleased to share in conversation pieces by Ms Devi Durka and Mr Tan Ken Jin. We hope that the contents of this issue will spark your learning, and provoke new thoughts on assessment that ensures learning for all leaners. And lead to opportunities for meaning filled and thoughtful assessment conversations that you can enjoy as well!
The Four Boxes of Assessment Feedback Literacy
Aligning Assessment Literacy to Learning Outcomes
by Tan Heng Kiat, Kelvin (NIE)
Assessment feedback efficacy should be understood as a vital component of Assessment for Learning (Tan, 2013). According to the Ministry of Education, Assessment for Learning “is primarily used for ensuring that the intended learning outcomes are achieved by students”. Hence, how well assessment is understood and used for learning should be directed towards ensuring that students achieve their intended learning outcomes. There is therefore a need to make connections between what teachers know about assessment, and how that eventually and systematically leads to students’ attainment of learning outcomes.
Four boxes can be used to illustrate how assessment literacy may lead to learning outcomes. This four-box theory of aligning teachers’ assessment literacy to students’ learning outcomes may be represented in the context of assessment feedback as follows:
English Language Feedback Pedagogy
Student Engagement with Feedback:
Feeding Up instead of Getting “Fed Up” with Giving your Students Feedback
by Koh-Ng Yui Yun
Brennan Kwa
Shirley Yeo-Tham
(Edgefield Secondary School)
The search for effective feedback strategies has been the focus of the English Language teachers in Edgefield Secondary School since 2020. During department meetings, discussions on marking effectiveness had focused on the use of band descriptors, detailed comments and marking symbols to improve student achievement. The opportunity to work with NIE to examine our feedback pedagogy proved helpful and insightful. We learnt from local research that EL teachers were giving copious amounts of feedback on students' work, however, there was limited uptake of the feedback by the students to improve their work because students may have issues digesting the comments made and be overwhelmed by their many grammatical errors.
The transferability of feedback became the focus of discussion for the English Language department during the Professional Learning Team (PLT) sessions. In 2021, a group of teachers looked into the factors that have influenced students’ transference of learning and motivation to apply teacher feedback to revise their work. The study examined the affective, behavioural and cognitive dimensions of the students’ feedback engagement. EL teachers’ beliefs on student engagement with feedback and how they impact the transference of learning were considered. Teachers opined that encouraging student voices, views and metacognition was essential in the feedback process:
Feedback as a pedagogy needs to be
- underpinned by positive teacher-student relationships of trust and patience;
- routinised, multifaceted, and manageable for better uptake of feedback;
- formative, iterative, concise and specific before it can impact the transference of learning
- see feedback as a tool for improvement;
- be motivated to engage with feedback and work on their revisions
- appreciate feedback
- Self-evaluation & Reflection of their Scripts (Annex B Tab 1-Self-Evaluation): Students, after getting back their respective assignments or exam scripts, would have to access a spreadsheet in their Google Classroom and evaluate their scripts based upon marks. They would have to explain the reason for their marks and how they would improve in the next assignment.
- “No Mark” Scripts (Annex B Tab 2-No Mark Scripts): Students’ scripts would not be given a mark, instead the teacher would have recorded the mark on a separate list. Students would only be able to look at the comments and annotations on their scripts and use that to guide them in determining the mark they would potentially have scored. After students completed this self-marking process, the teacher would reveal the mark that was allocated to them.
Malay Language Feedback Pedagogy
The Use of Learner-Centered Feedback Design to Improve Oral Response for Conversational Questions
by Muhd Ammar Bin Abdul Aziz
Faezah Noorahman
Noorazlina Noordin
Sharifah Noraini Aron
Nurul Huda Jasmani
(Edgefield Secondary School)
Context - Learning from Past Experiences
The team identified oral conversation as a key area for improvement among learners. Practicing for this component is challenging due to the broad range of themes that are tested. Learners typically encounter problems as they are not confident on how to respond or begin the conversation.
Traditionally, feedback is given after the practice, which does not particularly encourage feedback uptake by students. Learners also shared that they do not know how to improve based on the feedback given by teachers.
Prior to this, the team attempted to build learner’s feedback literacy by introducing rubrics into the feedback process. However, the team found that learner's literacy level and feedback engagement doesn’t improve much with the mere introduction of rubrics.
The Project’s Foundations
The team took inspiration from Dr Jessica To’s (2021) study titled ‘Using learner-centered feedback design to promote students’ engagement with feedback’. Although the study was conducted on a group of adult learners, the team felt that there are key components within the study that could be beneficial to the secondary school context.
With this, the team embarked on a research project which focuses on the use of learner-centered feedback design and learner autonomy to improve the quality of learner response to conversational questions. As this project takes reference from a research study in higher education, the team adapted the original feedback design in accordance with the school context and seeks to achieve the following objectives;
- To understand if such a learner-centered assessment design will also be beneficial to secondary school learners.
- To understand if learner motivation and behaviour towards taking action on feedback are improved when given autonomy in choosing the areas of feedback to work on.
- Meaningful task design
- Judicious use of peer feedback and/ or self-feedback
- Students’ proactivity in feedback interaction
- Psychologically safe feedback environment
- Understanding key principles in driving a specific pedagogical approach
- Discussing and exchanging ideas through dialogue
- Tailoring specific approach to target group
- Empowering learners with learner-centered approach
- Understanding learner uptake of feedback and how their attitudes shape their learning
- Feeding forward effective feedback that enhances learners’ growth
Humanities Feedback Pedagogy
Please refer to the link below for the presentation on “Developing a Pedagogy of Feedback for Humanities Subjects” by Jin Xiaoxi, Chong WenEe & Ng Kok Wah from Edgefield Secondary School
Link to PowerPoint slides: Sharing by Jin Xiaoxi, Chong WenEe & Ng Kok Wah from Edgefield Secondary School
Chinese Language Feedback Pedagogy
Rethinking feedback for student’ affective, behavioural, and cognitive engagement with interactive feedback cover sheets
by Lee Cheng Yen
Sook Chiun Kew
Chong Pey Yi
(Riverside Secondary School)
Introduction
It is not unusual for feedback for Chinese essay writing to centre on students correcting their mistakes. Students would copy the corrections blindly without realizing their gaps, and they did not treat the feedback given seriously. Thus, they were unable to recall what they had corrected, and tended to repeat similar mistakes. Hence, completing corrections did not translate into actual learning. As a result, we could observe some students losing motivation after receiving feedback over time. And we also wanted students to address their learning gaps beyond correcting their mistakes.
This prompted us to search and read assessment literature to address the situation. We understood that “The only way to tell if learning results from feedback is for students to make some kind of response to complete the feedback loop” (Sadler, 1989, p.121). If students are to benefit from teacher comments, they must deliberately reflect on and process them, and have opportunities to apply what they have learnt from the feedback to subsequent tasks (Boud and Molloy 2013; Evans 2013; Nicol 2013). Engagement with feedback involves receiving, perceiving, interpreting and understanding it, and using it in some way to improve learning (Handley et al., 2011;Hargreaves, 2011;Nicol, 2013). Lastly, feedback evokes achievement emotions in students. Emotions are a key component of self-regulation (Pekrun et al., 2002), and developing learners’ self-regulation in responding to strong feelings evoked by feedback is an important area of focus.
Formulation of objectives
With the above readings in mind, we formulated the following as the problem statement “After feedback is given, students did not find it important to address the learning gaps or feel motivated to act on the feedback. They tended to copy corrections blindly without realising their gaps and did not treat the feedback given seriously, they tended to lose motivation after receiving feedback” for our assessment feedback pedagogy research project in 2021 in three Chinese Language classes. This project offers concrete ways for students to remain motivated to bridge their learning gaps through using a teacher feedback as a form of introspection and engaging in reflective practices and applying teachers’ specific feedback in subsequent tasks. We hope to achieve the outcomes in three domains:
Affective: Students to have positive feeling towards teachers’ feedback.
Behavioral: Students are able to understand and apply the feedback given.
Cognitive: Students are able to show improvement in subsequent task.
We have identified three classes: Sec 3 Higher Chinese, Sec 3 Express and Sec 2 Express as our target group.
These were the stages of our action research:
Stage 1: We started our implementation with a baseline survey for students to rate their emotions on a 5-point likert scale when they receive feedback from their teacher on their writing. The information from the survey was useful for us to find out how students perceive feedback.
Stage 2: However, some of the survey responses were unexpected and puzzling. For example, students informed us that they feel anger and hopelessness when teacher provides feedback. Hence, we gave our students an essay assignment with an evaluation form to clarify why the students responded in this manner.
Stage 3: The assignment evaluation form which students submitted after they had completed their essays served as a feedback cover sheet.
There are 2 parts to the feedback cover sheet:
The first part is a self-checklist with task success criteria to see their self-assessing capability, also to be aware of their learning gap, while the second part is where students request for feedback on their essay. When teachers are aware of what students want to know, they will be better able to customise the feedback provided to meet students’ interests and needs. The written feedback can better prompt learners to think back on and think about their learning and what can be improved.
Stage 4: We analysed students’ requests and provided targeted feedback in order to optimize students engagement with teacher feedback in the affective, behavioural, and cognitive dimensions.
Stage 5 & 6: After the feedback is given by teachers, students are required to complete the reflection form and complete their corrections.
The purpose of the reflection form is to allow students to see if teachers have provided feedback based on what they have requested, and students are able to understand the feedback given by the teacher, then demonstrate the understanding in subsequent tasks. We designed the worksheet with the aim of promoting of promoting a 2-way conversation between students and teachers. Hence, dialogue boxes were deliberately incorporated to prompt students to pen down their thoughts.
Stage 7: The last implementation step in this project is the post feedback survey which has similar questions as the baseline survey.
Above is a sample of part 1 of a student’s reflection form after students received their marked essay with feedback given to them. We asked the student, “Did the teacher respond to your request?” Student acknowledged that the teacher responded and required him to use the examples from the news article. This assured us that students were reading and acting on our feedback!
Mother Tongue Language – Initiate to Differentiate
Please refer to the link below for the presentation on “Initiate to Differentiate” by Yang Shu, Head of Department of the Mother Language Department at Chua Chu Kang Primary school.
Link to video: Sharing by Yang Shu
Growth Mindset
Please refer to the link below for the presentation on “Growth Mindset” by Rasidah at Chua Chu Kang Primary school.
Link to video: Sharing by Rasidah
The Holistic Education Alternative Learning (HEAL) Approach to Assessment Stress
Towards better engagement of learners with SpLDs in assessments through HEAL
by Siti Asjamiah Asmuri, Lead Educational Therapist, Dyslexia Association of Singapore (DAS)
Earlier this year, a friend who is a Special Needs Officer in a secondary school shared an image of a student’s work sent by her colleague, seeking advice on what appeared to be the student’s written response to a Geography test question, parts of which had been written in complete reverse as seen below.
Excerpt 1: sample of a written response to a test question in a Geography paper by a Secondary 2 student with dyslexia
This student had been diagnosed with dyslexia, a specific learning difficulty primarily affecting the skills involved in accurate and fluent word reading and spelling (MOE, 2011). Though reverse or mirror writing is not to be construed as a symptomatic trait, it is not unusual that this is presented by some individuals. Some studies have attributed this to working memory deficits or visual processing issues. However, at least one study mentioned stress and anxiety as a possible contributor (Della Sala & Cubelli, 2009). Fortunately for this student, her teacher was willing to try her best to decode the words and give her the marks she deserved. At the same time, she also wondered how best she could support her in her attempts at assessments moving forward especially if this continued to persist.
A number of studies have mentioned the occurrence of emotional disturbances such as anxiety, fear of failure, feelings of inadequacy and low motivation as negative consequences resulting from language learning deficits which were found to have caused learners to produce ineffective or incoherent writing (Piechurska-Kuciel, 2010; Schweiker-Marra and Marra, 2000; Ganschow et al. 1994; Ganschow and Sparks, 1996). Test anxiety and the fear of disappointing parents are indeed evident in our Singapore students. This would be particularly true for students struggling with dyslexia and its effects could sometimes be seen in their writing and test performance as shown below.
H - Help these students to identify themselves as people, not problems. I wanted this approach to focus on these students appreciating themselves as unique individuals and this calls for a humanistic approach which will be explained in greater detail below.
E - Engaging students with SpLDs calls for educators to reframe their expectations of student engagement. What kind of behaviours would we expect from students with SpLDs to indicate that they are engaged? There is often the misconception and temptation to identify students being engaged with being ‘attentive’– watching and listening to the teacher. We should, instead, address students’ desire for learning by focusing on elevating their interest through the tasks and activities organised. Students have their own unique ways of engaging.
A - Alleviate factors that may pose potential barriers for students with SpLDs to demonstrate their learning. At times, the methods or materials used in an assessment may demand additional skills or understanding not directly connected to what is being measured or tested. Construct irrelevant variables such as requiring students to write proper sentences to explain the workings of a Mathematical problem, may hinder students with language difficulties from being able to demonstrate their learning, thus bringing to question the accuracy of the data derived. Regularly evaluating existing assessment measures and tools enable us to reflect on assessment validity so that students with SpLDs can be given more equitable opportunities to demonstrate their potential. Hence, the purpose of alleviating barriers that are usually inherent in standardised formats of assessments is not to make them easier, but fairer for them.
L - In an age where learning is increasingly driven by technology, we should leverage on the use of technological devices and assistive tools not just to engage learners, but also break down barriers to learning and collaborating with others, that students with SpLDs often face in their efforts to access school curriculum. Some examples of technological applications are Text-to-Speech (TTS) to help with reading and Speech-to-Text (STT) to help with spelling and writing.
Humanistic approach to assessments
Paolo Freire’s humanistic approach to education emphasises human liberation from oppressive systems and the importance of recognising the potential of the whole person in the learning process to facilitate growth (Freire, 2009). Adopting the humanistic approach therefore, places humans and being humane at the heart of curriculum. This entails studying assessment data beyond the analysis of quantitative scores in assessments to include observations of learner behaviour and interaction with assessment methods and instruments. As shared earlier, emotions have been found to influence learner performance. Different test instruments generate different emotional effects for different learners. Learners who work well under pressure may thrive in high stakes examinations. Students with poor working memory, on the other hand, may perform better and have a better chance at experiencing success and progress in frequent, bite-size assessments. Working under highly controlled or timed conditions of summative assessments such as End-of-Year or high-stakes examinations demand students to write quickly and accurately. These tend to impose additional cognitive load and exacerbate stress for students with SpLDs, thus placing them at a disadvantage. Emotions and the patterns of engagement they engender, may pose problems for accurate measurement of constructs, such as knowledge of Math computations or writing proficiency. It is possible that inappropriate choices of assessment methods and instruments could be the cause of a strong and differential variance on prescribed construct- relevant measures. One way to address this is to use flexible and comprehensive assessment tools to provide teachers with better insights into its possible reasons. Even students themselves can be a good source of such information as evident in the suggestion given by a student with dyslexia below.
Excerpt 4: Feedback from a secondary school student with dyslexia about examinations
‘H’ therefore reminds us that our overall approach to assessments should be humane, and this also implies the need to understand our learners to be humans who need to be engaged and interested in their learning, instead of viewing them as robots that are ready to perform on demand under time constraints and rigid test conditions.
- In Conversation with Ms P. Durka Devi, Teaching Fellow, Learning Sciences and Assessment, NIE.
- In Conversation with Mr Tan Ken Jin, School Staff Developer, Bartley Secondary School.
- Assessment Practices with academically low progress learners in a Singapore Primary School by Mr Jerome Chong
- Recommended Publications