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 The role of learning-oriented assessment in improving expected learning outcomes of students
Tác giả hoặc Nhóm tác giả: Nguyen, Q. H.
Nơi đăng: The 6th International Conference of the Asian Association for Language Assessment (AALA2019); Số: .;Từ->đến trang: .;Năm: 2019
Lĩnh vực: Giáo dục; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT
Quality assurance is the key measure to improve and ensure the quality of training of a university. Many universities in Vietnam have been accredited or preparing for accreditation at the institution and program level by Vietnamese accreditation organizations or international bodies such as AUN-QA, ABET. One of the most important criteria of accreditation is how student learning is assessed by teachers. Assessment is a crucial element of the teaching and learning process. It is not enough to see assessment as an act of teaching. More importantly, it should be considered as an act of learning. What students learn from assessment activities and feedback will be valuable. So, an appropriate assessment approach helps to improve students’ learning and teachers' teaching. While formative assessment and summative assessment have been wildly used and have provided pieces of evidence about student achievement, they fail to reflect the role of learning. In order to help students to achieve their expected learning outcomes, learning-oriented assessment (LOA) is a must-consider approach as it situates learning as the goal of assessment. The main purpose of LOA is to promote learning and inform instructional decisions. In every training cycle, teaching, learning, and assessment are always interrelated. All assessment practices in terms of the impacts it has on student learning. In the context of language teaching, the application of LOA is particularly necessary as it ensures that student learning is always considered at every assessment. This study briefly presents the outcome-based education which requires a change of teaching, learning, and assessment. It, then, compares the advantages and disadvantages of formative and summative assessment and urges the need to use LOA as an alternative. A survey conducted at University of Foreign Language Studies-The University of Danang reveals that the current approaches of assessment have some shortcomings. If we want our students to learn well, the use of LOA is appropriate as it informs students of what it is that they need to learn and informs lecturers of what it is that the need to teach/provide students.
ABSTRACT
Quality assurance is the key measure to improve and ensure the quality of training of a university. Many universities in Vietnam have been accredited or preparing for accreditation at the institution and program level by Vietnamese accreditation organizations or international bodies such as AUN-QA, ABET. One of the most important criteria of accreditation is how student learning is assessed by teachers. Assessment is a crucial element of the teaching and learning process. It is not enough to see assessment as an act of teaching. More importantly, it should be considered as an act of learning. What students learn from assessment activities and feedback will be valuable. So, an appropriate assessment approach helps to improve students’ learning and teachers' teaching. While formative assessment and summative assessment have been wildly used and have provided pieces of evidence about student achievement, they fail to reflect the role of learning. In order to help students to achieve their expected learning outcomes, learning-oriented assessment (LOA) is a must-consider approach as it situates learning as the goal of assessment. The main purpose of LOA is to promote learning and inform instructional decisions. In every training cycle, teaching, learning, and assessment are always interrelated. All assessment practices in terms of the impacts it has on student learning. In the context of language teaching, the application of LOA is particularly necessary as it ensures that student learning is always considered at every assessment. This study briefly presents the outcome-based education which requires a change of teaching, learning, and assessment. It, then, compares the advantages and disadvantages of formative and summative assessment and urges the need to use LOA as an alternative. A survey conducted at University of Foreign Language Studies-The University of Danang reveals that the current approaches of assessment have some shortcomings. If we want our students to learn well, the use of LOA is appropriate as it informs students of what it is that they need to learn and informs lecturers of what it is that the need to teach/provide students.
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