Learning through assessment : an approach towards self-directed learning

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has been inevitably changed due to the COVID- 19 pandemic, and now more than ever we need learners to be self-directed in their learning. Assessment plays a key role in learning and, therefore, we have to identify innovative ways in which learning can be assessed, and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as providing new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery. Front Cover Contents Abbreviations, Boxes, Figures and Tables Appearing in the Text and Notes List of Abbreviations List of Boxes List of Figures List of Tables Notes on Contributors Foreword Preface Chapter 1 Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning Abstract Introduction Conceptualisation of assessment within a social constructivist learning perspective Learning-oriented assessment Formative assessment Assessment for and as learning Self-directed learning-oriented assessment Self-directed learning The role of metacognition, motivation and self-regulation in self-directed learning-oriented assessment Feedback to support current and future learning within a self-directed learning-oriented environment The important role of assessment literacy within a self-directed learning-oriented assessment environment Educators’ assessment literacy Students’ assessment literacy Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning Conclusion Acknowledgements Chapter 2 Assessing axiologolects: Exploring the language of situated self-directed learning-oriented assessment Abstract Introduction Situated self-directed learning-oriented assessment Self-directed learning Situated learning Situated self-directed learning and assessment Axiologolects: A language of assessment Language and assessment Comprehension Readability Research methodology Research design and orientation Sampling Data collection Data analysis Inductive content analysis Corpus linguistic analysis Readability analysis Results Results of the inductive content analysis Situated learning Aspects fostering self-directed learning Self-directed multimodal learning elements Language issues Results of the corpus linguistic analysis Results of the readability tests Findings and discussion Recommendations Limitations Conclusion Chapter 3 Self-directed multimodal assessment: Towards assessing in a more equitable and differentiated way Abstract Introduction Self-directed learning-oriented assessment and student agency Self-directed learning and assessment From student voice in assessment to student agency Monomodal and multimodal assessment Multimodal learning From multimodal learning to multimodal assessment Equitable assessment Differentiation and assessment Self-directed multimodal assessment From multimodality to self-directed multimodal assessment Combining modes Training and preparing for self-directed multimodal assessment Literacy and self-directed multimodal assessment Recommendations for equitable and differentiated self-directed multimodal assessments Conclusion Chapter 4 Aligning metaliteracy with self-directed learning to expand assessment opportunities Abstract Introduction The metaliteracy framework Introducing the framework The core components of metaliteracy Learning domains Learner roles Characteristics Goals and learning objectives Self-directed learning viewed through the lens of metaliteracy Defining self-directed learning Approaches to self-directed learning Self-directed learning and the online environment Self-directed learning and assessment Integrating self-directed learning and assessment with metaliteracy’s core components Affective learning domain Metacognitive learning domain Cognitive learning domain Behavioural learning domain Metaliteracy, assessment and self-directed learning in action Adapting a self-directed digital badging challenge to educational planning Developing metaliteracy and self-directed learning in a culture of assessment in an information literacy course Course expectations and focus Spotlight on self-directed learning and assessment Conclusion Chapter 5 Leveraging student self-directed learning through online tutoring and integrated ipsative assessment Abstract Introduction Ipsative assessment in the context of self-directed learning Peer and self-assessment Peer assessment Self-assessment Strategies for peer and self-assessment Ipsative feedback Background: Role of technology in ipsative assessment Computer adaptive tests Online tutoring community Online collaboration and knowledge assessment Online tutoring system design Ipsative assessment of students using the system Prototype system implementation and preliminary results Conclusion Chapter 6 Assessment as an epistemological tool to facilitate metacognitive awareness and promote self-directed learning Abstract Introduction Setting of the context The ontology of assessment Conceptual framework Assessment and assessment literacy The agenda of assessment Aspects of assessment literacy Conceptualising assessment in terms of metacognition Facilitating metacognitive awareness Awareness of metacognitive knowledge Awareness of metacognitive regulation Self-directed learning in assessment Theoretical orientation Awareness on an implicit level Awareness on a perceptual level Awareness as a metarepresentation Philosophical analysis The self in assessment The use of assessment as an epistemological tool Conclusion Chapter 7 Value of feedback during the implementation of the group–individual–group cooperative learning method of assessment Abstract Introduction Problem statement Theoretical and conceptual framework Social constructivist perspective Sustainable assessment Assessment feedback within sustainable assessment Cooperative learning environment conducive to assessment feedback The group–individual–group cooperative method of assessment Effectiveness of the assessment feedback in the group–individual–group cooperative learning method of assessment Results Evaluation of the group–individual–group cooperative learning method of assessment according to sustainable assessment principles Results Related to Student and Teacher Perceptions of Feedback Increased learning and knowledge acquisition Broadened horizons Acknowledgement of multiple answers and perspectives Motivation for future learning Exposure to different learning strategies and study skills for future learning Improved understanding and clarification Identification of own gaps Timely assistance Peer interaction Peer assistance Discussion Conclusion Acknowledgements Chapter 8 Assessment: The driving force behind self-directed learning in English teacher training Abstract Introduction English as the global lingua franca The role of English in South Africa and its implications for English teacher training English teacher training in the third year of the B.Ed. Senior and Further Education and Training phase at a higher education institution in South Africa Outcomes of the English for Education third-year modules High-quality learning experiences promoting critical engagement and self-directed learning Quality assessment that enhances critical engagement and self-directed learning Feedback A variety of innovative assessment tasks Critical thinking and problem-solving Integration of topics and their relevance Conclusion Chapter 9 Using digital technology as formative assessments to enhance self-directed learning Abstract Introduction Problem statement Theoretical-conceptual framework Self-directed learning Digital learning Online marking Formative assessment Feedback Research methodology Research approach Population and sample Quantitative methods and instruments Qualitative methods and instruments Findings Quantitative finding Qualitative findings The effect of electronic feedback on student’s learning A basis for being independent Detailed feedback, self-assessment and self-reflection Feedback to guide the improvement of learning Improved end product Experiences of electronic marking and feedback Perceived quality of feedback Speed of feedback Future implementation of electronic marking Attitude towards electronic feedback Factors that influence the electronic marking and feedback experience Emergency remote teaching and learning Minimal interaction for students Discussion Conclusion Chapter 10 The role of teachers’ assessment beliefs in fostering self-directed learning skills within the school learning context and its implications for higher education Abstract Introduction Conceptual and theoretical framework The link between assessment beliefs and actual assessment actions The link between attributions and learner behaviour Research methods Capturing teachers’ assessment beliefs Capturing learners’ self-directed learning behaviour Procedures Research findings Teachers’ assessment beliefs Assessment is for the improvement of learning Assessment is for the improvement of teaching Assessment is for certifying learners Assessment serves as a way of certifying learning Assessment provides insight into teacher effectiveness Assessment has a negative impact on learners Assessment has little impact on teaching and learning How do teachers’ assessment beliefs influence the self-directed learning behaviour of learners? Social skills should be developed in the Natural Sciences classroom Learning strategies that foster transmission mode Learning strategies that foster making sense of ideas Approach to studying is characterised by lack of motivation Goal setting is focused on aiming for good results Taking responsibility for learning Learners could evaluate their own learning progress Learners have a strong dependency on teachers to evaluate their work Attribute success or failure to task difficulty Attributes success or failure to effort taken towards a task The tendency of learners to become motivated The influence of the belief that assessment holds learners accountable The influence of the belief that assessment holds teachers accountable The influence of the belief that assessment improves teaching and learning The influence of the belief that assessment is irrelevant to teaching and learning Discussion Emphasis by teachers was on preparing learners for examinations Emphasis by learners was on obtaining good grades Absence of assessment methods like self- and peer-assessment Dominance of teacher-centred approaches Threatening learning environments Contextual factors that hinder learning Inadequate implementation of the assessment policy Implications for higher education and conclusion Conclusion Reference Index