Assessment Literacy: Assessment, Learning Progress, and Accurate and Fair Grading according to Outcome-based Education

Authors

  • Pichet Pinit Department of Mechanical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi
  • Anusit Anmanatarkul Department of Mechanical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi
  • Ekarut Ruayruay Department of Civil Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi

Keywords:

Assessment literacy, Assessment, Learning Progress, Grading

Abstract

The Ministry of Higher Education, Science, Research and Innovation (MHESI)has announced the Outcome-Based Education (OBE) model to drive Thai higher education forward. The key idea of OBE is to determine a clear picture of what the learners must know, understand, and be able to do, to organize structure of teaching, and to design assessments to ensure that learners have achieved the expected outcomes. This article aims to present an assessment literacy as a key aspect of improving learners’ learning, in accordance with the spirit of OBE, in that involved people, especially teachers, need to learn and understand. Assessment literacy consists of an assessment, learning progress, and an accurate and fair grading. The article also provides the concepts for assessment literacy and practice to reflect the concept in a concrete way. This is to adjust the assessment in line with the principles of the OBE.

References

กระทรวงการอุดมศึกษา วิทยาศาสตร์ วิจัยและนวัตกรรม (อว.), 2565, กฎกระทรวง ว่าด้วย มาตรฐานหลักสูตรการศึกษาระดับอุดมศึกษา. https://www.mhesi.go.th/index.php/aboutus/legal-all/category/76-ministerial-regulation.html.

Spady, W. G., 1994, Outcome-based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.

Wiggins, G. and McTighe, J., 2005, Understanding by design, Expanded 2nd ed, Alexandria, VA. Association for Supervision and Curriculum Development.

Biggs, J. B., 1996, Enhancing teaching through constructive alignment. Higher Education, 32, pp. 1–18.

Biggs, J., 2014, Constructive alignment in university teaching, HERDSA Review of Higher Education, 1, pp. 5-22.

Wiggins, G. & McTighe, J., 2011, The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD.

Stiggins, R.J., 1991, Assessment literacy, Phi Delta Kappan, 72(7), pp. 534–9.

Stiggins, R.J., 2018, Better assessments require better assessment literacy, Association for Supervision and Curriculum Development, 75(5), pp. 18–19, https://www.ascd.org/el/articles/better-assessments-require-better-assessment-literacy.

Price, M., Rust, C., O’Donovan, B., Handley, K., and Bryant, R., 2012, Assessment Literacy: The Foundation for Improving Student Learning, Wheatley: Oxford Brookes University.

ศุภมาส ชุมแก้ว, 2561, การประเมินความต้องการจำเป็นการรู้เรื่องการประเมินของครู, วารสารวิทยบริการ มหาวิทยาลัยสงขลานครินทร์, 29(1), หน้า 88-94.

Atjonen, P., Pöntinen, S., Kontkanen, S., and Ruotsalainen, P., 2022, In enhancing preservice teachers’ assessment literacy: Focus on knowledge base, conceptions of assessment, and teacher learning. Frontiers in Education. 7:891391. doi:10.3389/feduc.2022.891391.

Marzano, R.J., 2000, Transforming classroom grading, Virginia, USA: Association for Supervision and Curriculum Development.

Marzano, R. J., 2006, Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.

Davies, A., 2011, Making classroom assessment work. 3rd ed. Connections Publishing.

Wiggins, G. P., 1998, Educative assessment: Designing assessments to inform and improve student performance, San Francisco: Jossey-Bass.

Vatterott, C., 2015, Rethinking grading: meaningful assessment for standards-based learning. Alexandria, VA. Association for Supervision and Curriculum Development.

Reeves, D., 2016, October 26, Elements of Grading: Effective Grading Practices [Video], YouTube. https://www.youtube.com/watch?v=dLYpqxQLRt4.

Reeves, D., Jung L. A., and O’Connor, K., 2017, What’s worth fighting against in grading? Educational Leadership, 74(8), pp. 42-45.

Douglas Reeves., 2021, March 25, Effective grading practices [Video], YouTube. https://www.youtube.com /watch?v=Oqf3lJIVTbo.

Feldman, J., 2018, Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press.

Sackstein, S., 2022, Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. 2nd ed. Alexandria, Times 10 Publications.

Soh, K. C., 2011, Grade point average: what's wrong and what's the alternative?', Journal of Higher Education Policy and Management, 33(1), pp. 27-36.

McMillan, J.H., 2017, Classroom assessment: Principles and practice that enhance student learning and motivation, 7th ed., New York: Pearson.

McTighe, J., Doubet, K.J., and Carbaugh, E.M., 2020, Designing Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment. Alexandria, VA. Association for Supervision and Curriculum Development.

Marzano, R.J. and Heflebower, T., 2011, Teaching & Assessing 21st Century Skills. The Classroom Strategies Series. Marzano Research Laboratory.

Fink, L. D., 2013, Creating significant learning experiences. John Wiley & Sons.

World Economic Forum (WEF)., 2020, The Future of jobs report 2020, Report https://www.weforum.org/ reports/the-future-of-jobs-report-2020.

Guskey, T.R., 2015, On your mark: Challenging the conventions of grading and reporting, Bloomington IN, USA: Solution Tree Press.

พิเชษฐ์ พินิจ, อนุศิษฏ์ อันมานะตระกูล และ จักรพันธุ์ มีอาษา., 2563, การตัดเกรดฐานผลลัพธ์ในการศึกษาเชิงผลลัพธ์, วารสารนวัตกรรมการเรียนรู้มหาวิทยาลัยวลัยลักษณ์, 6(2), หน้า 59-96.

Close, D., 2009, Fair grades, Teaching Philosophy, 32ม 10.5840/teachphil200932439.

Brookhart, S.M., 1991, Grading practices and validity. Educational Measurement: Issues and Practice, 10(1), pp. 35-36.

Marzano, R.J. and Heflebower, T., 2011, Grades that show what students know, Educational Leadership. 69(3), pp. 34-39.

Brookhart, S.M., 2017, How to use grading to improve learning, Virginia, USA: Association for Supervision and Curriculum Development.

O’Connor, K., 2018, How to Grade for Learning: Linking grades to standards. 4th ed., Thousand Oaks, CA: Corwin.

Downloads

Published

2023-12-29

Issue

Vol. 3 No. 2 (2023): July – December

Section

Review article

License

Copyright (c) 2023 Journal of Learning Innovation and Technology

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Publishing Ethics

  • The editorial team reserves the right to consider articles that meet the full format and specifications only. If the article does not meet the editorial requirements, the editors have the right to refuse to publish.
  • To request a letter of acceptance for publication, the editorial office is issued only if the article is ready to be published unconditionally.
  • The peer review of the Journal of Learning Innovation and Technology is final. The article may not be published in the specified volumes until the article has been reviewed and is ready to be published.
  • Research related to the ethics of human and animal research must be reviewed by the Institutional Review Board (IRB)
  • The submitted articles must not have been published in any other publication before and must not be under consideration by other journals. Published articles are copyright of the JLIT.