Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Learning oriented assessment
Umida KHAKIMOVA
Namangan State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This article discusses the Learning Oriented Assessment
(LOA) approach, that is, a type of assessment focused on the
learning process, and presents a strategy for its implementation
in an academic lyceum. The purpose of the study is to address the
problems of traditional assessment systems, which are mainly
focused on grading, which consequently causes stress and
frustration among students. By using assessment tasks as
learning activities, developing students' assessment abilities, and
using feedback as a learning tool, LOA places a strong emphasis
on student learning and growth. The proposed implementation
strategy consists of two stages lasting two years: preparation and
implementation. Important aspects of LOA are described, as well
as possible problems and solutions to enable a smooth transition
to this assessment method. Expected benefits include increased
student autonomy, linkage and balance between midterm and
final exams, and increased teacher awareness of good
assessment procedures.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Learning Oriented
Assessment (LOA),
formative assessment,
summative assessment,
self-assessment,
peer-assessment,
feedback,
student autonomy.
Ta'limga yo'naltirilgan baholash
ANNOTATSIYA
Kalit so‘zlar
:
ta’limga yo‘naltirilgan
baholash (TOA),
formativ baholash,
summativ baholash,
o‘z
-
o‘zini baholash,
o‘zaro baholash,
fikr-mulohazalar,
o‘quvchi avtonomiyasi.
Ushbu maqolada ta’limga yo'naltirilgan baholash (LOA)
yondashuvi va uni akademik litseylarda amalga oshirish
strategiyalari yoritiladi. Mazkur tadqiqot ishining maqsadi
an'anaviy baholash tizimi muammolaridan biri hisoblangan
o’rganishga yo’naltirilgan bah
olashga e'tibor qaratadi. LOA
yondashuvi oʻquvchilarining bilim olishi va oʻsishi uchun ularning
baholash qobiliyatlarini rivojlantirish va fikr-mulohazalarini
oʻquv vositasi sifatida foydalanadi. Tavsiya etilgan amalga oshirish
1
EFL Instructor, Namangan State Institute of Foreign Languages, Uzbekistan.
E-mail: umida_abduhalilovna@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
912
strategiyasi ikki o'quv yili mobaynida tayyorlash va amalga
oshirish bosqichlardan iborat bo’lib, LOA baholash yondashuvini
amalga oshirishda uchraydigan muammolar va yechimlari taqdim
etiladi. Kutilayotgan natijalar sifatida, talaba avtonomiyasini
oshirish, shakllantirish va imtihonlarga moslashish va
o'qituvchilarning baholash tartib-qoidalari haqida xabardorligini
oshirishni o’z ichiga oladi.
Оценивание, ориентированное на обучение
АННОТАЦИЯ
Ключевые слова:
оценивание,
ориентированное на
обучение (LOA),
формативное оценивание,
суммативное оценивание,
самооценка,
взаимное оценивание,
обратная связь,
автономия учащихся.
В данной статье рассматривается подход "Learning
Oriented Assessment (LOA)", то есть вид оценивания,
ориентированный на процесс обучения, и представлена
стратегия его внедрения в академическом лицее. Целью
исследования
является
рассмотрение
проблем
традиционных систем оценивания, которые в основном
ориентированы на выставление оценок, что, следовательно,
вызывает стресс и разочарование у учащихся. Используя
оценочные задания в качестве учебной деятельности,
развивая оценочные способности учащихся и используя
обратную связь в качестве инструмента обучения, LOA
уделяет большое внимание обучению и росту учащихся.
Предлагаемая стратегия реализации состоит из двух этапов
продолжительностью в два года: подготовка и реализация.
Описаны важные аспекты LOA, а также возможные
проблемы и решения, позволяющие плавно перейти к
данному методу оценивания. Ожидаемые преимущества
включают повышение самостоятельности учащихся,
взаимосвязь и баланс между промежуточными и итоговыми
экзаменами, а также повышение осведомленности
преподавателей о хороших процедурах оценивания.
INTRODUCTION
This paper will examine the Learning Oriented Assessment (LOA) and propose a
plan for implementing this approach in my context. It will discuss the challenges and
potential solutions to these challenges.
I work at the academic lyceum, where the duration of study is two years. Students
typically enter the academic lyceum with varying language levels and are expected to reach
the CEFR B1+ level by the time they complete the program. The academic year is divided
into two terms, with each term comprising one summative and two midterm examinations.
These examinations can be stressful and discouraging for students, particularly given the
high stakes associated with them. Students tend to feel threatened about their exam
grades, which involve just "marking," in the absence of a sufficient or relevant
interpretation (Salamoura & Unsworth, 2016). One of the sessions of the Assessment in
TESOL module was about the Learning Oriented Assessment, which encouraged me to
reflect on the above-mentioned problem in my context and analyze the reasons deeper. It
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
913
appears that the sole focus of assessment has become grading, with the other opportunities
being underutilized. Additionally, there is a lack of connection between formative and
summative assessment. Therefore, it is crucial to enhance awareness that assessment
offers more opportunities than just grading. Students should be actively involved in the
evaluation process. LOA offers a promising avenue for progress, as it applies not only
assessment of learning but also assessment for learning, providing evidence to promote
learning.
The Learning Oriented Assessment (LOA) approach is focused on student learning
and development (Carless, 2006; Carless et al. 2006; Carless, 2007; Turner& Purpura,
2016; Jones et al., 2016; Parkes& Zimmaro, 2018; Hidri, 2020). The term "learning-
oriented assessment" was coined by Carless et al. (2006) to describe an assessment
approach that prioritizes student learning. There are several other terms used to specify
this goal of assessment, including "classroom-based assessment," "assessment for
learning," and "context-based assessment." Jones et al. (2016) propose that the adjective
"learning-oriented" be written in lowercase when referring to general approaches that
prioritize learning. Conversely, the capitalized term "Learning Oriented Assessment"
represents a "system which brings together complementary evidence from classroom
activity and from large-scale assessment to achieve the twin goals of better measurement
and better learning outcomes" (p.15). This compatibility between formative and
summative assessment results in more effective learning in the classroom.
KEY COMPONENTS OF LOA
LOA includes three key components namely designing assessment tasks as learning
tasks, developing students` evaluative capacities, and using feedback as a tool for learning
(Carless, et al., 2006).
ASSESSMENT TASKS AS LEARNING TASKS
The LOA employs a task-based approach, with the establishment of appropriate
tasks playing a pivotal role in the promotion of student learning. Assessment tasks must
be designed in a way that makes them learning tasks. As Carless et al. (2006) posit, tasks
should be linked to real-world activities and should be both interesting and challenging.
They should align with learning objectives and facilitate students' achievement of those
objectives. Moreover, the objectives of the task should be explicitly stated for students to
begin working towards them. In this case, the use of rubrics can be beneficial as they enable
learners to develop a more comprehensive understanding of the task goals, and monitor
and assess their work (Hilliker, 2022).
STUDENTS AS EVALUATORS OF THEIR WORK
The second element is the involvement of students in assessment, which results in
a more comprehensive understanding of learning objectives, criteria, and standards. The
most well-known practices are those of self-and peer assessment. The effectiveness of
these practices can be more readily observed when learners engage in thoughtful
comparisons of their own work with that of their peers, with the aim of improving it
(Carless et al., 2006). Self-assessment has been demonstrated to enhance student
motivation and encourage active participation in the learning process. It provides students
with the opportunity to reflect on their progress and take ownership of their learning
(Parkes & Zimmaro, 2018). Furthermore, peer assessment can facilitate a more accurate
understanding of one's own work, along with the development of essential skills in making
judgments, which is a crucial competency in their future careers (Parkes & Zimmaro,
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
914
2018). Being proficient in self-assessment reduces reliance on the teacher and fosters
learner autonomy, which enables learners to assume responsibility for their own learning,
analyze their own strengths, limitations, and concentrate on areas where they need
improvement (Hilliker, 2022).
FEEDBACK AS FEEDFORWARD
In order for assessment to enhance learning, students must receive appropriate
feedback that they may apply to future work. This is known as "feedforward" (Carless,
2007). In order for feedback to be effective, it must possess the following characteristics:
It is essential to demonstrate an appreciation for the student's work, acknowledging
both their achievements and areas for future growth.
The appraisal should be explained in terms of the objectives and criteria of the work,
in order that the student may understand the feedback clearly and focus on it.
- Feedback should prompt students to implement an action in response to what they
have learned from it, such as a revised piece of work (Carless et al., 2006).
These three strands are to be regarded as a single entity, rather than separate
elements (Carless et al., 2006). For instance, students must be aware of the criteria and be
able to control their progress in order for feedback to be effective. Moreover, these three
components correlate with the CEFR concepts of focusing on authentic communicative
tasks, focusing on self-evaluation, and building feedback on task goals (Nagai et al., 2020).
A PLAN FOR IMPLEMENTATION OF LOA
The following section will delineate the methodology to be employed in the
implementation of LOA at the Lyceum. It is the intention to conduct the process in
collaboration with my colleagues among the first-year students of the lyceum over one
academic year. The implementation will be conducted in two stages, with five colleagues
and five groups of first-year students participating in each stage.
1) The preparatory stage
2) The implementation stage Term 1 (September-December)
English is taught in groups of 15 at the lyceum, and first-year students typically enter
the institution with disparate language abilities. Consequently, a placement test will be
administered to all five groups at the outset of the academic year to facilitate the division
of each group into two sub-groups of students with comparable language levels. Although
it will be impossible to have the same level group, this division is expected to facilitate the
creation of materials for the groups. The course objectives will be designed based on
student's needs and will be mapped against the CEFR framework. Furthermore, the lyceum
administration, students, and their parents will be informed of the new assessment
approach, LOA, its benefits, and requirements.
During this stage, learners will develop the requisite study skills, in conjunction with
language skills, within the context of the classroom. Furthermore, students will be
instructed in the practice of self- and peer evaluation, as well as the provision of
constructive feedback. Moreover, learners will be instructed to maintain logbooks in which
they will record their reflections following each lesson. It is important to note that
numerous researchers have emphasized the role of reflection in teaching students to self-
reflect and take control of their learning (Smith, 2003; Powell, 2011; Little et al., 2017).
Stage 2
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
915
Term 2 (January-May) The instructor will prepare an appropriate array of tasks and
activities for each lesson. The activities should be designed to encourage cooperation and
provide effective scaffolding (Jones et al., 2016). One of the primary tenets of LOA is its
foundation in social constructivism, which posits that learning is a social and collaborative
process. During the activity, students will work in pairs or small groups. The teacher will
monitor the activity and take informal notes about each learner's performance. Based on
the aforementioned notes, the teacher will then proceed to make decisions concerning the
next course of action and will subsequently provide feedback to students regarding their
performance and achievement. In this case, modifications or adaptations may be applied
to the needs of the students. Following the lesson, the teacher will create a structured
record of achievement, which will include the students' progress and areas of
development. At the conclusion of the activities, students will evaluate themselves and
their peers according to the established criteria. Furthermore, students will be expected to
set goals and provide a brief account of their progress in their logbooks. The teachers will
collect the logbooks every week and provide feedback.
Following the completion of each unit of the lesson, students will be required to take
a progress test, which has been benchmarked to the CEFR levels. In accordance with their
scores, students will be guided toward personalized learning pathways, which will include
supplementary materials designed to facilitate the review of areas requiring improvement.
This also aligns with the socio-constructivist concept of scaffolding, which is considered an
important element of LOA (Jones et al., 2016).
Upon completion of the initial course, students will be administered an external
examination, the results of which will be incorporated into their academic record. Finally,
at the conclusion of the academic year, a summative evaluation will be conducted based on
the aforementioned record, the course objectives, and the CEFR framework. This
evaluation will serve to ascertain whether students have achieved the intended learning
outcomes.
POTENTIAL OBSTACLES AND PROPOSED SOLUTIONS
It is anticipated that the implementation of the LOA may encounter some challenges.
Initially, students may lack the confidence to engage with self-reflection instruments.
Students may be inclined to inflate their self-assessments in order to achieve higher scores,
a phenomenon observed by Parkes and Zimmaro (2018). This may be attributed to the
dearth of experience in self-evaluation, which is less prevalent in the educational context.
Furthermore, norm-referenced assessment is pervasive in educational settings, and the
pursuit of high grades may be perceived as more attractive than the act of learning itself
by some students. Furthermore, there may be limitations to peer assessment, such as a
lack of reliability and objectivity, particularly when it is not possible to maintain anonymity
(Parkes and Zimmaro, 2018). Consequently, students will be instructed in the techniques
of self- and peer evaluation at the outset of the academic year and throughout the academic
year.
With regard to the feedback, some students may be disinclined to participate in the
lessons if they perceive themselves to be under observation and believe that the purpose
of feedback is to instruct on how to perform a task, rather than to contribute to their
learning (Parkes & Zimmaro, 2018). In order to facilitate a more comprehensive
understanding of the role of feedback, informal dialogues and discussions will be
conducted within the groups.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
916
It is also possible that teachers may encounter certain challenges during this
process. Selecting suitable tasks from various sources to meet the needs of different levels,
providing feedback to each student on their performance, and modifying the learning
objectives and lessons in accordance with personalized learner pathways require
significant time and attention (Salamoura & Unsworth, 2016). In this context, the use of
technology can be beneficial in the assignment of appropriate tasks, the collection of
evidence, the provision of feedback, and the monitoring of student progress. The Moodle
platform will be employed to maintain a record of evidence (gradebook) and to organize
all classroom tests, including placement tests, progress tests, and summative tests.
Moreover, it is possible that teachers may require a higher level of assessment literacy in
order to understand and apply LOA in an appropriate manner. Consequently, training
sessions on assessment literacy will be conducted for the teachers, during which they will
work in collaboration, analyze, and discuss issues throughout the project.
It is this author's contention that the LOA will have a positive washback effect.
Teachers will be better informed about the use of assessment to enhance both student
learning and their own teaching practices. The LOA will facilitate the development of
autonomous learners who are able to achieve effective language and study skills. Students
will develop a positive attitude towards assessment. As a result, students will gain greater
confidence in taking examinations and will begin to view them as a valuable tool for
facilitating more effective learning. These outcomes may also contribute to the
accountability of the academic lyceum.
It is also worth noting that LOA has attributes of good language assessment in terms
of practicality. The implementation of this assessment approach will not be economically
burdensome, and no significant financial resources will be required. Teachers will
continue to teach at their usual times and no additional equipment will be required for this
assessment.
CONCLUSION
The objective is to apply the law of attraction (LOA) at the lyceum by addressing
potential challenges that may arise during the process. This is considered a valuable
opportunity for both teachers and students to engage in professional development. The
data will be collected and analyzed to determine its efficacy and suitability for English
language learning at the lyceum. This evidence will assist in the evaluation of teaching
practices and the formulation of future plans to enhance student learning.
REFERENCES:
1.
Carless, D., Joughin, G., & Liu, N. (2006). How assessment supports learning:
Learning-oriented
assessment
in
action.
Hong
Kong
University
Press.
https://ebookcentral.proquest.com/lib/warw/detail.action?docID=677207.
2.
Carless, D. (2007). Learning‐oriented assessment: conceptual bases and practical
implications. Innovations in education and teaching international, 44(1), 57-66. DOI:
10.1080/14703290601081332.
3.
Hilliker, S. (2022). Second Language Teaching and Learning through Virtual
Exchange.
De
Gruyter
Mouton.
https://0-doi-
org.pugwash.lib.warwick.ac.uk/10.1515/9783110727364.
4.
Jones, N., Saville, N., & Salamoura, A. (2016). Learning-oriented assessment.
Cambridge University Press.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
917
5.
Little, P.D., Dam, L., &Legenhausen, L. (2017). Language learner autonomy:
Theory, practice and research. Channel View Publications.
6.
Nagai, N., Birch, G. C., Bower, J. V., & Schmidt, M. G. (2020). CEFR-informed
Learning,
Teaching
and
Assessment.
Springer.
DOI
https://0-doi-
org.pugwash.lib.warwick.ac.uk/10.1007/978-981-15-5894-8.
7.
Parkes, J., & Zimmaro, D. (2018). The College Classroom Assessment
Compendium: A Practical Guide to the College Instructor’s Daily Assessment Life (1st ed.).
Routledge. https://doi.org/10.4324/9781315283852.
8.
Powell, S. D. (2011). Wayside teaching: building autonomy. Middle School Journal,
43(2),
38
–
40.
https://0-doi-
org.pugwash.lib.warwick.ac.uk/10.1080/00940771.2011.11461800.
9.
Salamoura, A., & Unsworth, S. (2016). Learning Oriented Assessment: Putting
learning, teaching and assessment together. Insights into learning and
assessment.https://www.cambridge.org/fk/files/7614/6002/5030/ELT_33261_Empow
_kit_03_16-PRINT.pdf#page=2.
10.
Smith, R. C. (2003). Pedagogy for autonomy as (becoming-) appropriate
methodology. In Palfreyman, D. D., & Smith, R. C. D. (Eds.), Learner autonomy across
cultures: Language education perspectives. (pp. 129-146). Palgrave Macmillan Limited.
https://ebookcentral.proquest.com/lib/warw/reader.action?docID=257536&ppg=142
