The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Therese N. Hopfenbeck
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引用次数: 0

Abstract

Self-assessment, one of the key components of classroom assessment and formative assessment, has been defined as the judgement of students about their own learning (Boud & Falchikov, 1989). In the first article in this regular issue, Yang et al. (2023) report on a research study examining the mediating role of academic self-concept in relation to perseverance of effort and self-assessment. 180 students from 58 secondary schools in China’s Guangxi Province were selected to participate in the study, age 12–18 years old. Importantly, these students were recruited through tutoring centres of the 58 schools, and hence, the sample cannot be generalised to the 58 schools. On the other hand, the sample does reflect many schools, which all recruit students with mixed abilities and are such comparable. Tutoring in China is a major activity in after-school activity, and the students tutored are both high and low achievers. Measures of Academic Self-Concept (ASC) and Grit-Perseverance of Effort (Grit-PE) translated and adapted to Chinese, were administrated to students (Datu & Zhang, 2021). The aim of the study was to further integrate three research lines: grit (Duckworth, 2016), academic self-concept (Marsh, 1990; Shavelson et al., 1976) and self-assessment (SA) (Boud, 1992). As predicted by the authors, analysis demonstrated that academic self-concept mediated the relationship between Grit-PE and SA. The authors further point to the importance of conducting replication studies using existing scales in different contexts, and they also call for more rigorous research with more advanced methods than used in the past. Finally, the authors discuss the positive links between academic self-concept and self-assessment, suggesting academic self-concept plays a more salient role in both SA and academic achievement than grit. Future studies are needed in this space, and experimental studies would be much welcomed. In the second article in this regular issue, Yan and King (2023) report from a study examining the social contagion of schoolteachers’ formative assessment practices and self-efficacy. Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and selfefficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher professional development programmes for promoting formative assessment in schools. ASSESSMENT IN EDUCATION: PRINCIPLES, POLICY & PRACTICE 2023, VOL. 30, NO. 2, 99–103 https://doi.org/10.1080/0969594X.2023.2212192
教育评估的未来:自我评估、勇气和ChatGPT?
自我评估是课堂评估和形成性评估的关键组成部分之一,它被定义为学生对自己学习的判断(Boud & Falchikov, 1989)。在本期的第一篇文章中,Yang et al.(2023)报告了一项研究,该研究考察了学术自我概念在努力毅力和自我评估之间的中介作用。来自中国广西省58所中学的180名年龄在12-18岁的学生被选中参加了这项研究。重要的是,这些学生是通过58所学校的辅导中心招募的,因此,样本不能推广到58所学校。另一方面,该样本确实反映了许多学校,这些学校都招收了各种能力的学生,具有很强的可比性。在中国,课外辅导是课外活动中的一项重要活动,被辅导的学生既有高材生,也有低材生。对学生进行了学术自我概念量表(ASC)和毅力-毅力-努力量表(grit -毅力- pe)的翻译和改编(Datu & Zhang, 2021)。本研究的目的是进一步整合三条研究线:勇气(达克沃斯,2016),学术自我概念(马什,1990;Shavelson et al., 1976)和自我评估(SA) (Boud, 1992)。正如作者所预测的那样,学术自我概念在Grit-PE和SA之间起中介作用。这组作者进一步指出了在不同背景下使用现有尺度进行复制研究的重要性,他们还呼吁用比过去更先进的方法进行更严格的研究。最后,作者讨论了学业自我概念与自我评价之间的正相关关系,表明学业自我概念对SA和学业成绩的影响比毅力更显著。这一领域还需要进一步的研究,也非常欢迎实验研究。在本期的第二篇文章中,Yan和King(2023)报告了一项关于学校教师形成性评估实践和自我效能的社会传染的研究。社会传染在各个领域都有记载。然而,这一现象尚未在学校的形成性评估中得到探讨。本研究以香港12所中小学的296名教师为样本。所有参与者都完成了同样的问卷两次,间隔一年。纵向结果表明,形成性评价实践和自我效能感具有社会传染性。当教师有参与形成性评价实践的同事且自我效能感高时,教师更有可能参与形成性评价,自身也会变得更有效。此外,学校层面的形成性评估自我效能预测了个人层面的形成性评估实践,证明了集体效能的重要性。研究结果可为学校提供支援和设计教师专业发展计划提供参考,以促进学校的形成性评估。《教育评估:原则、政策与实践》,第30卷,第2023期。2,99 - 103 https://doi.org/10.1080/0969594X.2023.2212192
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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