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The use of computer-adaptive formative assessment: Australian English language teacher perceptions ...
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The use of computer-adaptive formative assessment: Australian English language teacher perceptions
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Abstract:
Assessment for learning (AfL) is a formative approach to the effective utilization of assessment information which necessitates teachers being able to access and use appropriate assessment tools to enhance student learning. This is particularly important for English language teachers in Australia as students from language backgrounds other than English (LBOTE) are often exempted from national standardized assessments, following a much more individually tailored curriculum-based, teacher-led assessment of students’ English language development. Despite extensive scaffolding of teacher assessment literacy within an AfL framework, however, understanding such users’ perceived notions of assessment use is still very limited. Hence, this study explored teacher perceptions of a new externally designed, computer-adaptive assessment tool for formative purposes and examined potential variations in use through an exploratory sequential mixed methods research design.Qualitative data were collected from online interviews with eleven experienced teachers and analyzed using thematic content analysis. In Phase 2, quantitative data were collected via online survey, administered to a convenience sampling of 35 teachers. The quantitative analysis employed a Rasch model to investigate item validity and develop four clusters of persons’ perceptions of use. The descriptive, and inferential analysis were performed to investigate level of agreement to survey items and influence of background factors on teachers’ perceptions.The findings suggest that teacher perceptions of the assessment usefulness were more closely associated with summative than formative use, perceived as an external benchmark for moderation of their judgments than as a tool to directly assist in improving student learning. While teachers’ preservice qualifications influenced their perceptions, no other teacher factors contributed to variation in perception. Four possible typologies of uses of the assessment tool were identified, highlighting possible skills critical to using an externally designed assessment tool to ensure effective student learning.This study shows how teachers are likely to use an external assessment tool and what support is required to improve their formative use. The study also suggests that the difficulties in working with LBOTE students when English is the only language of communication and assessment can undermine the development of an AfL culture and may be contributing to the lack of variation in formative assessment use. The study highlights the implications for test design, professional learning, assessment policymaking and further research.
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Keyword:
Assessment for learning; Classroom assessment; Computer-adaptive assessment; Evaluation; Formative assessment; Learning-oriented assessment; Rasch analysis; Standard-based assessment; Teacher perceptions; Technology-based school assessment; Validation
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URL: http://handle.unsw.edu.au/1959.4/68289
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