Academic journal article International Education Studies

The Development of an Assessment for Learning Model for Elementary Classroom

Academic journal article International Education Studies

The Development of an Assessment for Learning Model for Elementary Classroom

Article excerpt


Assessment for Learning for elementary classroom is a concept that aims to stimulate self learning and development among the student via assessment model. This research aimed to 1) develop an Assessment for Learning Model for elementary classroom and 2) test and assess the outcome of our model. The authors utilized interviewing, questionnaire and assessment form as tools for data gathering. The data was analyzed by statistical methods, namely, mean and standard deviation. Lastly, we performed the t-test Dependent to test our hypothesis and we've found that the Assessment for Learning Model for elementary classroom comprises of 2 phase and 6 steps. The result comprises two stages. The planning stage is composed of (1) define assessment objectives and what students need to achieve (2) define performance benchmark (3) design learning methodology and assessment method in accord with learning objectives. The teaching and feedback stage is composed of (1) integrate assessment with teaching/learning activities (2) Feedback after learning unit (3) Feedback result is used to improve primary school student's performance. The result of using the designed assessment model reveals that students have improved their learning achievement, self-regulation, and self-efficacy at statistically significant level of .05.

Keyword: assessment for learning, formative assessment, classroom assessment, elementary student, self-efficacy learning, self-regulated learning

1. Introduction

National Education Act B.E. 2542 (2nd Revision) aims to simulate student to develop themselves to their utmost potential while places significance focus on learning practice and learning assessment. Janekarn (2007) proposed to change teacher's role from 'Chalk and Talk' to 'the facilitator' of student's learning and focus the student on various practicing activities that stimulate learning and cultivate skills, which will ultimately lead them to achieve the defined national education standard. However, not only the forms of learning that need to be change but also the forms of learning assessment, as they are seamlessly connected. Therefore, now assessment is not only the evaluation whether student pass or fail the subject, assessment should also inform them how much progress they have made in that subject and how could they reach the defined learning standard. Broadfoot (1996) stated that the most vital aspect of any assessment, was the assessment should promote the learning rather than demote it.

Assessment for Learning had changed the principal ideas about classroom assessment and affected the learning management to become something more than just regulating student's learning. More and more evidences from hundreds of researching in this subject around the world in the past decade depict that application of Assessment for Learning could result in a unprecedented progression from student, especially for those who hardly made progress during the past years. The result was also the significance increasing in learning achievement that almost covered the yearly progress goal and significantly increasing the learning achievement score. (Stiggins, 2005) United States of American and many other countries classify the instructional intervention as a black box, which comprises of many opened-vital components, such as, teach, student, learning resources, regulation, management scheme and etc. Parents and involved parties still concern about the standard of external assessment, Black and William (1998) Beside boosting learning achievement, many procedures of the Assessment for Learning - such as defining the goal, self assessment and giving feedback - also help stimulate self-efficacy and self-regulate among student. (Sadler, 1998; Pintrich and Zusho, 2002; Butler and Winne, 1995; Zimmerman & Schunk, 2001) Summarily speaking, the Assessment for Learning is a smart - self regulation technique that let student define the goal they they'll need to work their way to achieve. …

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