Toward Student and Teacher Development: Applying a Multiple Approach to English Classroom Assessment
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Yuh-Mei Chen (14-point, bold, centered)
National Chung Cheng University (12-point, centered)
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Abstract (12-point, bold, centered)
This study aimed to apply a multiple approach to English classroom assessment at the secondary school level and investigate student and teacher development during the multiple assessment practices. Participants were 75 seventh graders and their English teachers of two junior high schools in southern Taiwan. Data were collected throughout an entire academic year from interviews, classroom observations, teachers’ reflective notes, and students’ portfolios. The study found that the multiple assessment approach helped develop students’ language skills, English interest and confidence, learner ownership, extralinguistic abilities, and critical thinking. During the implementation process, the teachers encountered challenges or difficulties from the traditional testing culture, classes of mixed English proficiency, students’ complaint, professional knowledge deficiency, and worksheet overuse. To tackle the problems and consolidate their knowledge of the assessment practices, they created a support network and modified pedagogical strategies and designs. Findings of the study suggested that the multiple assessment approach not only empowers students and enhances deep learning, but also drives continued teacher development. Pedagogical implications and research suggestions are also provided. (10-point, indent 6 spaces from both sides, single-spacing)
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Key Words: multiple assessment, alternative assessment, English classroom assessment (10-point, indent 6 spaces from both sides, single-spacing)
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INTRODUCTION (level 1 heading: 14-point, bold, all capitalized letters)
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Alternative authentic approaches to learning assessment have been a significant component of recent worldwide educational reform efforts (Klenowski, 2002). In criticism of traditional one-shot norm-referenced testing and its detrimental washback effect on learning and teaching, many researchers and practitioners have advocated that classroom assessment be educational and constitute crucial procedures to support and facilitate student learning (Black, 1998; Brown Hudson, 1998; Shepard, 1989; Stiggins, 1991; Wiggins, 1989). Their arguments are centered on the notion that classroom assessment, . . .
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METHOD (level 1 heading: 14-point, bold, all capitalized letters)
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Participants (level 2 heading: 12-point, bold, capitalized first letter)
Participating students were from two intact classes at separate schools in southern Taiwan, one with 17 female and 16 male students (a typical mainstream class), the other 42 girls (special class for gifted dancers).
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Table 1
A Course Design of Multiple Assessment Procedures for EFL 7th Grade Students
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Domain / Learning Task/Activity / Assessment Task / Assessor / Sources of Learning
Evidence / Weight of Grading
Cognitive,
Meta-cognitive / Listening and Speaking / Speaking-recording (each unit)
Listening and evaluating (each unit)
Storytelling (once a semester)
English drama (once a semester)
English radio program (weekly) / Teacher, Peer,
Self / Audio-tapes,
Listening evaluation sheet,
Story script,
Storytelling group evaluation sheet,
Weekly reflection / 15%
(speaking-recording, 5%; listening and rating, 5%; storytelling and/or group drama performance, 5%)
Cognitive, Meta-cognitive / Reading and Writing / Exercises in workbook (each unit)
Worksheets (each unit)
Extensive reading (weekly)
Storybook making (once a semester) / Teacher, Peer,
Self / Worksheets,
Reading sheet,
Student storybook / 10%
(workbook exercises, 3%; worksheets and reading notes, 4%; storybook, 3%)
Affective, Social,
Meta-cognitive / Group/Pair work / Pair work, including information exchange, dialogue practice, dialogue writing (each unit)
Group work, including creating group names and logos, doing short role-plays, presenting a drama performance (each unit) / Peer,
Self / Peer and self-evaluation sheet / (5%, combined with weekly self-reflection, and semester-end peer and self-evaluation)
Cognitive / Unit review tests / Listening tests (each unit)
Unit tests (each unit) / Teacher / List of scores and self-reflection / 10%
(listening tests, 5%; unit achievement tests, 5%)
Meta-cognitive / Weekly reflection / Self-evaluation (weekly) / Self / Reflection sheet / 5%
(with peer evaluation, based on learning attitude, performance, contribution, and participation)
Cognitive, Meta-cognitive, Affective / Portfolio / Shared and examined after each term exam.
During the exhibit and celebration of portfolios, sample portfolios chosen by both students and the teacher are awarded (by the end of the semester). / Teacher, Peer,
Self / Portfolio introduction,
Self-introduction, and reflection / 10%
(based on completeness, documentation, language, and design and structure)
Cognitive / Three term exams / Each term examination contains:
30% of listening test items
70% of reading and writing test items / Teacher / List of scores and self-reflection / 50%
(fixed and mandated for all classes at school)
Note. ……(10-point, single-spacing)
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Several steps were taken to establish the trustworthiness (Lincoln Guba, 1985) of data collection and analysis. First, data were collected throughout an entire academic year to validate classroom observations and teachers’ reflections. Second, multiple data sources and methods were used to ensure methodological triangulation (Denzin, 1978). Third, member checks and cross-checking of independently coded data were adopted to enhance the consistency of data analysis.
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RESULTS AND DISCUSSION (level 1 heading: 14-point, bold, all capitalized letters)
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Student Learning (level 2 heading: 12-point, bold, capitalized first letter)
As designed, students’ learning was assessed by summative measures of three term examinations and unit review tests as well as formative procedures such as portfolios, weekly learning reflection (self-evaluation), reading and writing tasks, listening and speaking tasks, and self- and peer evaluation. Involved in multiple tasks to use English and perform critical inquiries, students were observed to have gains in terms of language skills, English interest and confidence, learner ownership, extra-linguistic abilities, and critical thinking.
Language skills. Language development is the primary goal of English learning and teaching. Through English listening, speaking, reading, and writing, students performed the required tasks individually or jointly. The teachers stated that a great majority of the students finished the requirements and perceived self-progress in English learning (CY and MW, Interview, 06/18/2003). They passed the listening tests administered with term examinations, performed well on the tasks of speech-recording, storytelling, class speech, and group drama. They also demonstrated better reading and writing in worksheets, extensive reading notes, and storybook making.
Interest and confidence in using English. Students were given many opportunities to use English in varied tasks. CY noted her students used more English in reflection and evaluation, though they were allowed to use Chinese (CY, Reflection, 03/07/2003). Several low achievers in MW’s class also demonstrated improvement in learning because of increased language use and supportive peer feedback (MW, Observation, 4/26/2003, Interview, 06/11/2003). . .
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I think the activity is relly great! Becaus this增進我的興趣and讓我like the English Cass. [Mistakes are the student’s.] (J23) (10-point, indent 5 spaces from both sides, single-spacing)
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Learner ownership. Cole, Ryan, and Kick (1995) argue that “the most desired outcome of portfolio construction is to have students assume learning responsibility and develop a desire to do their best work” (p. 16). . .
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CONCLUSION (level 1 heading: 14-point, bold, all capitalized letters)
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Findings (level 2 heading: 12-point, bold, capitalized first letter)
In this study, the multiple assessment approach involved students in various tasks of authentic English use and critical inquiries. In addition to language skills, the teachers observed students’ gains in terms of English interest and confidence, learner ownership, extralinguistic abilities, and critical thinking. As designed, the assessment approach contributed to student development in the affective, cognitive, meta-cognitive, and social aspects. During the implementation process, the teachers encountered challenges such as the traditional testing culture, classes of mixed English proficiency, students’ complaints, professional knowledge deficiency, and worksheet overuse. These socio-cultural and affective factors may impose limitations on reform practices much the same as or even greater than cognitive and logistical factors identified in previous studies (e.g. Chen, H. M., 2003; Hsu, 2003; Tseng, 2004). To tackle these problems and carry out desired changes, the participating teachers formed a support network of professional collaboration and reconstructed knowledge of assessment and learning by adjusting course design to meet students’ needs and nurture their learning. It is such teacher collegiality and development that made the present study a success.
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ACKNOWLEDGMENT (level 1 heading: 14-point, bold, all capitalized letters)
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(content)
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REFEREENCES (level 1 heading: 14-point, bold, all capitalized letters)
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Gardner, H. (1992). Assessment in context: The alternative to standardized testing. In B. R. Gifford & M. C. O’Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement and instruction (pp. 77-119). London: Kluwer Academic Publishers.
Gottlieb, M. (1995). Nurturing student learning through portfolios. TESOL Journal, 5 (1), 12-14.
Hsieh, Y. F. (2000). Implementation of portfolio assessment in a sixth grade EFL classroom. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
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ABOUT THE AUTHOR (level 1 heading: 14-point, bold, all capitalized letters)
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Yuh-Mei Chen is an associate professor of National Chung Cheng University. She has been teaching English at different levels for over twenty years. Her research interests include English writing instruction, testing and assessment, and teacher education. (12-point)
APPENDIX A
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Technology-Enabled Translation Programs Abroad
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