Learning through assessment: An approach towards self-directed learning

Front Cover
Contents
Abbreviations, Boxes, Figures and Tables Appearing in the Text and Notes
List of Abbreviations
List of Boxes
List of Figures
List of Tables
Notes on Contributors
Foreword
Preface
Chapter 1 Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning
Abstract
Introduction
Conceptualisation of assessment within a social constructivist learning perspective
Learning-oriented assessment
Formative assessment
Assessment for and as learning
Self-directed learning-oriented assessment
Self-directed learning
The role of metacognition, motivation and self-regulation in self-directed learning-oriented assessment
Feedback to support current and future learning within a self-directed learning-oriented environment
The important role of assessment literacy within a self-directed learning-oriented assessment environment
Educators’ assessment literacy
Students’ assessment literacy
Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning
Conclusion
Acknowledgements
Chapter 2 Assessing axiologolects: Exploring the language of situated self-directed learning-oriented assessment
Abstract
Introduction
Situated self-directed learning-oriented assessment
Self-directed learning
Situated learning
Situated self-directed learning and assessment
Axiologolects: A language of assessment
Language and assessment
Comprehension
Readability
Research methodology
Research design and orientation
Sampling
Data collection
Data analysis
Inductive content analysis
Corpus linguistic analysis
Readability analysis
Results
Results of the inductive content analysis
Situated learning
Aspects fostering self-directed learning
Self-directed multimodal learning elements
Language issues
Results of the corpus linguistic analysis
Results of the readability tests
Findings and discussion
Recommendations
Limitations
Conclusion
Chapter 3 Self-directed multimodal assessment: Towards assessing in a more equitable and differentiated way
Abstract
Introduction
Self-directed learning-oriented assessment and student agency
Self-directed learning and assessment
From student voice in assessment to student agency
Monomodal and multimodal assessment
Multimodal learning
From multimodal learning to multimodal assessment
Equitable assessment
Differentiation and assessment
Self-directed multimodal assessment
From multimodality to self-directed multimodal assessment
Combining modes
Training and preparing for self-directed multimodal assessment
Literacy and self-directed multimodal assessment
Recommendations for equitable and differentiated self-directed multimodal assessments
Conclusion
Chapter 4 Aligning metaliteracy with self-directed learning to expand assessment opportunities
Abstract
Introduction
The metaliteracy framework
Introducing the framework
The core components of metaliteracy
Learning domains
Learner roles
Characteristics
Goals and learning objectives
Self-directed learning viewed through the lens of metaliteracy
Defining self-directed learning
Approaches to self-directed learning
Self-directed learning and the online environment
Self-directed learning and assessment
Integrating self-directed learning and assessment with metaliteracy’s core components
Affective learning domain
Metacognitive learning domain
Cognitive learning domain
Behavioural learning domain
Metaliteracy, assessment and self-directed learning in action
Adapting a self-directed digital badging challenge to educational planning
Developing metaliteracy and self-directed learning in a culture of assessment in an information literacy course
Course expectations and focus
Spotlight on self-directed learning and assessment
Conclusion
Chapter 5 Leveraging student self-directed learning through online tutoring and integrated ipsative assessment
Abstract
Introduction
Ipsative assessment in the context of self-directed learning
Peer and self-assessment
Peer assessment
Self-assessment
Strategies for peer and self-assessment
Ipsative feedback
Background: Role of technology in ipsative assessment
Computer adaptive tests
Online tutoring community
Online collaboration and knowledge assessment
Online tutoring system design
Ipsative assessment of students using the system
Prototype system implementation and preliminary results
Conclusion
Chapter 6 Assessment as an epistemological tool to facilitate metacognitive awareness and promote self-directed learning
Abstract
Introduction
Setting of the context
The ontology of assessment
Conceptual framework
Assessment and assessment literacy
The agenda of assessment
Aspects of assessment literacy
Conceptualising assessment in terms of metacognition
Facilitating metacognitive awareness
Awareness of metacognitive knowledge
Awareness of metacognitive regulation
Self-directed learning in assessment
Theoretical orientation
Awareness on an implicit level
Awareness on a perceptual level
Awareness as a metarepresentation
Philosophical analysis
The self in assessment
The use of assessment as an epistemological tool
Conclusion
Chapter 7 Value of feedback during the implementation of the group–individual–group cooperative learning method of assessment
Abstract
Introduction
Problem statement
Theoretical and conceptual framework
Social constructivist perspective
Sustainable assessment
Assessment feedback within sustainable assessment
Cooperative learning environment conducive to assessment feedback
The group–individual–group cooperative method of assessment
Effectiveness of the assessment feedback in the group–individual–group cooperative learning method of assessment
Results
Evaluation of the group–individual–group cooperative learning method of assessment according to sustainable assessment principles
Results Related to Student and Teacher Perceptions of Feedback
Increased learning and knowledge acquisition
Broadened horizons
Acknowledgement of multiple answers and perspectives
Motivation for future learning
Exposure to different learning strategies and study skills for future learning
Improved understanding and clarification
Identification of own gaps
Timely assistance
Peer interaction
Peer assistance
Discussion
Conclusion
Acknowledgements
Chapter 8 Assessment: The driving force behind self-directed learning in English teacher training
Abstract
Introduction
English as the global lingua franca
The role of English in South Africa and its implications for English teacher training
English teacher training in the third year of the B.Ed. Senior and Further Education and Training phase at a higher education institution in South Africa
Outcomes of the English for Education third-year modules
High-quality learning experiences promoting critical engagement and self-directed learning
Quality assessment that enhances critical engagement and self-directed learning
Feedback
A variety of innovative assessment tasks
Critical thinking and problem-solving
Integration of topics and their relevance
Conclusion
Chapter 9 Using digital technology as formative assessments to enhance self-directed learning
Abstract
Introduction
Problem statement
Theoretical-conceptual framework
Self-directed learning
Digital learning
Online marking
Formative assessment
Feedback
Research methodology
Research approach
Population and sample
Quantitative methods and instruments
Qualitative methods and instruments
Findings
Quantitative finding
Qualitative findings
The effect of electronic feedback on student’s learning
A basis for being independent
Detailed feedback, self-assessment and self-reflection
Feedback to guide the improvement of learning
Improved end product
Experiences of electronic marking and feedback
Perceived quality of feedback
Speed of feedback
Future implementation of electronic marking
Attitude towards electronic feedback
Factors that influence the electronic marking and feedback experience
Emergency remote teaching and learning
Minimal interaction for students
Discussion
Conclusion
Chapter 10 The role of teachers’ assessment beliefs in fostering self-directed learning skills within the school learning context and its implications for higher education
Abstract
Introduction
Conceptual and theoretical framework
The link between assessment beliefs and actual assessment actions
The link between attributions and learner behaviour
Research methods
Capturing teachers’ assessment beliefs
Capturing learners’ self-directed learning behaviour
Procedures
Research findings
Teachers’ assessment beliefs
Assessment is for the improvement of learning
Assessment is for the improvement of teaching
Assessment is for certifying learners
Assessment serves as a way of certifying learning
Assessment provides insight into teacher effectiveness
Assessment has a negative impact on learners
Assessment has little impact on teaching and learning
How do teachers’ assessment beliefs influence the self-directed learning behaviour of learners?
Social skills should be developed in the Natural Sciences classroom
Learning strategies that foster transmission mode
Learning strategies that foster making sense of ideas
Approach to studying is characterised by lack of motivation
Goal setting is focused on aiming for good results
Taking responsibility for learning
Learners could evaluate their own learning progress
Learners have a strong dependency on teachers to evaluate their work
Attribute success or failure to task difficulty
Attributes success or failure to effort taken towards a task
The tendency of learners to become motivated
The influence of the belief that assessment holds learners accountable
The influence of the belief that assessment holds teachers accountable
The influence of the belief that assessment improves teaching and learning
The influence of the belief that assessment is irrelevant to teaching and learning
Discussion
Emphasis by teachers was on preparing learners for examinations
Emphasis by learners was on obtaining good grades
Absence of assessment methods like self- and peer-assessment
Dominance of teacher-centred approaches
Threatening learning environments
Contextual factors that hinder learning
Inadequate implementation of the assessment policy
Implications for higher education and conclusion
Conclusion
Reference
Index