Assessment for learning : enhancing activities to learn Mandarin

Abstract

This study is about assessment and learning "" student learning and teacher learning. A view of assessment was explored that is in contrast to the currently dominant paradigm for assessment. Rather than simply measuring learning outcomes, formative assessment, or more specifically, 'assessment for learning', aims to promote student learning and help students to take more responsibility for their learning. In this study, a beginning teacher-researcher investigated whether formative assessment could be embedded in classroom activities and games to promote student learning of Mandarin more effectively. This study conceptualised assessment from a constructivist view of teaching and learning and investigated assessment in terms of its interrelationships and coherence with curriculum and pedagogy. The study employed an essentially qualitative methodology of teacher-as-researcher with an action research perspective. However, the quasi-experimental design also incorporated a quantitative dimension to measure the effectiveness of embedded assessment in two sets of paired classes in a primary school. Embedded assessment, with its associated feedback, was the only experimental variable. Both the control and experimental classes in each pair followed a two-weekly action research cycle. Data were collected from the teacher-researcher's reflective journal and classroom teacher feedback throughout the study as part of an action research cycle, as well as student interviews, teacher interviews and student tests at the end of the study. The qualitative data were analysed using thematic analysis, while the quantitative data were analysed using the Statistical Package for the Social Sciences. The study showed that activities and games are effective pedagogical tools for student learning as they embody views of constructivist and student-centred learning. It explored the difference between what test scores showed and what participants thought about the role of embedded assessment in student learning. The ability of students and the teacher-researcher to use relevant processes was shown to be an important influence on the effective implementation of formative assessment. The study showed that the teaching skills of the beginning teacher improved as a result of the professional learning that accompanied the conduct of the research. However, it also showed that when the teaching competency required to conduct the research was beyond that which is normally expected of a beginning teacher, the quality of both teaching and research was compromised. The study showed that adequate time was an important consideration in all aspects of teaching, learning and research. This study makes a contribution to the development of assessment theory by highlighting the integral connection between assessment, learning and teaching. It shows that assessment promotes student learning when it shares an interactive interrelationship with curriculum and pedagogy. In doing so, both student and teacher learning about assessment are enhanced. Consequently, it is indicated that views of curriculum and pedagogy may need to be adjusted to accommodate and support changes in assessment practice. The study indicates that the teacher-as-researcher model of teacher education was effective in promoting the professional learning of beginning teachers.

Date of Award	2011
Original language	English