Assessment Practices among College Instructors: Implications for Advancing Professional Development in Assessment Strategy Trainings

  • Ontok-Balah, K. Associate Professor, Department of Psychology, College of Arts and Social Sciences, University of Southern Mindanao, Kabacan, Cotabato, Philippines
Keywords: college instructors, assessment practices, needs for professional development

Abstract

A total of 24 faculty members from the main campus of the University of Southern Mindanao, Kabacan, Cotabato, Philippines voluntarily participated in a study evaluating the assessment practices utilized by college instructors and identifying their professional development needs in this area. Half of the participants held the entry-level academic position of Instructor in State Universities and Colleges (SUCs), and the majority of participants were women between the ages of 31 and 40. The participants also predominantly taught courses in the fields of social sciences. Data was collected through a survey focusing on classroom assessment practices. The findings revealed that the college instructors primarily utilized performance assessment for diagnostic purposes, to encourage students' learning, and as a tool to measure their performance in class. The commonly employed assessment practices included portfolio assessment, graded recitation, true or false tests, term papers or projects, assignments, multiple choice, class participation, and essays. Notably, a significant majority of participants consistently assigned activities that required students to articulate ideas and concepts, as well as engage in reviewing and retaining information taught in class. However, the study highlighted a limited integration of examinations emphasizing higher-order thinking skills, suggesting room for improvement. They recognized the significance of acquiring skills in creating precise and quantifiable learning outcomes. They also expressed concerns about the development of objective tests and the utilization of comprehensive observational checklists. Additionally, there was a clear emphasis on improving their understanding of test-scoring procedures and other assessment tools, signaling a critical area of focus for their professional growth.

References

Areekkuzhiyil, Santhosh. (2019). Assessment Practices in Higher Education: Myths and Realities. University News, 57(11), 18-20.

Areekkuzhiyil, Santhosh. (2021). Issues and Concerns in Classroom Assessment Practices. Edutracks, 20(8), pp 20-23.

Aydin, B., & Guler, N. (2021). The Impact of Instructional Questioning Strategies and Use of Instructional Technology on Student Achievement in an Online Learning Environment. Turkish Online Journal of Distance Education, 22(1), 144-163.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.

Braun H. Performance assessment and standardization in higher education: A problematic conjunction? Br J Educ Psychol. 2019 Sep;89(3):429-440. doi: 10.1111/bjep.12274. Epub 2019 Mar 21. PMID: 30896045.

Brown, L., & Smith, J. (2022). A comprehensive analysis of assessment practices in higher education. Journal of Higher Education Research, 37(3), 215-230.

Chen, L., & Zhang, L. (2022). The role of questioning strategies in college language classrooms: A case study approach. Language Teaching Research, 26(1), 67-88.

Chin, C., & Osborne, J. (2010). Students' questions: A potential resource for teaching and learning science. Studies in Science Education, 46(2), 227-256.

Davidson, R. S., & Turner, H. (2022). Task assignment and questioning strategies in college classrooms: A literature review. Journal of Educational Psychology, 114(4), 567-582.

Ghozali, A.S., & Tyas, P.A. (2022). The importance of formative assessment based on students’ perception. Jurnal Konseling dan Pendidikan.

Gitomer, Drew H & Duschl, Richard Alan. (2007). Establishing Multilevel Coherence in Assessment. Curriculum & Instruction. Vol: 109 (13) pp: 288-320.

Goles-Sabellina, J. (2021). Classroom Assessment Integration and Practices of College Instructors: Basis for Professional Training Design on Assessment.

Gonzales, R. D. L. C., & Callueng, C. M. (2014). Classroom Assessment Practices of Filipino Teachers: Measurement and Impact of Professional Development. In Essentials on Counseling and Education: A Festschrift for Prof. Rose Marie Salazar-Clemeña (pp. 194-219). Asian Psychological Services and Assessment.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hodgen, J & Marshall, B. (2005). Assessment for Learning in English and Mathematics: A Comparison, The Curriculum Journal, vol. 16 (2), pp.153 - 176.

Hopkins, J., et al. (2022). Professional development needs of college instructors in assessment practices: A mixed-methods study. Teaching and Teacher Education, 98, 107-122.

Jisc. (2019). Effective Assessment in a Digital Age. Retrieved from https://www.jisc.ac.uk/guides/effective-assessment-in-a-digital-age

Johnson, M. K., et al. (2021). Assessing the assessors: A systematic review of empirical studies on college instructors' assessment practices. Assessment in Higher Education, 26(2), 101-120.

Johnson, R., & Anderson, M. (2022). Task complexity and student learning outcomes in college science courses. Journal of College Science Teaching, 51(3), 42-49.

Larson, L.R., & Lovelace, M.D. (2013). Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions? Journal on excellence in college teaching, 24, 105-122.

Lee, H., & Park, S. (2023). Task-Based Learning in College Business Courses: Effects on Student Engagement and Problem-Solving Skills. Journal of Business Education, 15(2), 45-62.

Lee, H., & Park, S. (2023). Task-based learning in college business courses: Effects on student engagement and problem-solving skills. Journal of Business Education, 24(1), 58-75.

Lumadi, Mutendwahothe. (2013). Challenges Besetting Teachers in Classroom Assessment: An Exploratory Perspective. Journal of Social Sciences. 34. 211-221. 10.1080/09718923.2013.11893132.

Maier, A., Adams, J., Burns, D., Kaul, M., Saunders, M., & Thompson, C. (2020). Using performance assessments to support student learning: How district initiatives can make a difference (research brief). Palo Alto, CA: Learning Policy Institute.

Maldonado, M., & Johnson, M. (2018). Professional Growth and Development Among College Instructors: A Qualitative Study. Journal of Higher Education, 42(3), 123-138.

Mamoon-Al-Bashir, M., Kabir, M. R., & Rahman, I. (2016). The value and effectiveness of feedback in improving students' learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38.

Marion, S., Worthen, M., & Evans, C. (2020). How systems of assessments aligned with competency-based education can support equity. Vienna, VA and Dover, NH: Aurora Institute and Center for Assessment.

Metallidou, P., & Tsafos, V. (2020). Task-Based Language Teaching: A Systematic Review of Empirical Research. Language Teaching Research, 24(1), 1-28.

National Academies of Sciences, Engineering, and Medicine. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press. https://doi.org/10.17226/10019

Nga Huynh Hong Ngo, Sue Cherrington, David Crabbe. (2022) Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university. Professional Development in Education 0:0, pages 1-17.

Nguyen, T., & Martinez, C. (2023). Challenges Faced by College Instructors in Implementing Authentic Assessment: A Case Study Approach. Journal of Professional Development in Higher Education, 40(1), 56-73.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Nokes, J. D., & Schwanebeck, W. (2017). Task-based language teaching: A critical analysis of task engagement and task effectiveness in the L2 classroom. Foreign Language Annals, 50(1), 157-174.

OECD (2020) Improving learning outcomes through student assessment.https://www.oecd-ilibrary.org//sites/15238928-en/index.html?itemId=/content/component/15238928-en#

Organization for Economic Co-operation and Development (OECD). (2013). Evaluation and Assessment Frameworks for Improving School Outcomes. OECD Publishing. ISBN: 978-92-64-19116-8

Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128-138. https://doi.org/10.1016/j.tate.2019.05.003

Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. National Academies Press. ISBN: 978-0-309-06998-8

Postholm, M. B., & Boylan, M. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1522781

Putri, N.V., Munir, A., & Anam, S. (2021). Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback. Journal on English as a Foreign Language, 11, 42-60.

Robitaille, Y.P., & Maldonado, N.S. (2015). Teachers' Experiences Relative to Successful Questioning and Discussion Techniques.

Ross, S. M., & Ryan, R. M. (2004). Learning through performance: The effects of multimedia task authenticity on student performance and engagement. Journal of Educational Psychology, 96(2), 302-318.

Santiago, C. J., Ulanday, M. L., Centeno, Z. J., Bayla, M. C., & Callanta, J. (2021). Flexible Learning Adaptabilities in the New Normal: E-Learning Resources, Digital Meeting Platforms, Online Learning Systems, and Learning Engagement. Asian Journal of Distance Education, 16(2). Retrieved from http://asianjde.com/ojs/index.php/AsianJDE/article/view/580

Shute, V. J., & Zapata-Rivera, D. (2017). Adaptive educational systems. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (3rd ed., pp. 497-515). Routledge.

Smith, J., & Brown, S. (2021). Effective questioning techniques in college classrooms: A systematic review. Higher Education Research & Development, 40(2), 275-292.

Smith, K. K., & Brown, S. L. (2021). Questioning Techniques Used by College Instructors: A Systematic Review. Journal of College Science Teaching, 50(5), 56-65.

Stevens, L. K., et al. (2023). Exploring the use of questioning techniques in higher education assessment. Studies in Higher Education, 48(1), 67-84.

UNESCO. (2018). Leicht, A. (Ed.), Heiss, J. (Ed.), & Won Jung Byun (Ed.). Education for sustainable development goals: Learning objectives (No. 20). UNESCO. Assistant Director-General for Education, 2010-2018 (Qian Tang) [Writer of Foreword]. ISBN: 978-92-3-200165-8.

Wangru, H. (2016). The role of questioning in enhancing teaching quality in college English classes. English Language Teaching, 9(5), 1-10.

Wiggins, G. (1993). Assessing student performance: Exploring the purpose and limits of testing. Jossey-Bass.

Wiggins, G. (2012). Seven Keys to Effective Feedback. Educational Leadership, (Vol. 70, #1, p. 11-16), http://bit.ly/SLd3BU.

Wijaya, A., Retnawati, H., Setyaningrum, W., Aoyama, K., & Sugiman. (2019). Diagnosing Students’ Learning Difficulties in the Eyes of Indonesian Mathematics Teachers. Journal on Mathematics Education, 10(3), 357-364. https://doi.org/10.22342/jme.10.3.7798.357-364

Wu, D., & Alrabah, S. (2020). The impact of online assessments on student learning in higher education: A meta-analysis. Computers & Education, 153, 103893.

Ziyaeemehr, A. (2016). Use of Questioning Techniques and the Cognitive Thinking Processes Involved in Student-Lecturer Interactions. International journal of humanities and social sciences, 3, 1427-1442.

Ziyaeemehr, M. (2016). A Comparative Analysis of Cognitive Levels of Classroom Questions by University Lecturers and Students. Journal of Language Teaching and Research, 7(4), 751-756.

Published
2023-07-12
How to Cite
[1]
Ontok-Balah, K. 2023. Assessment Practices among College Instructors: Implications for Advancing Professional Development in Assessment Strategy Trainings. International Journal on Integrated Education. 6, 7 (Jul. 2023), 89-106. DOI:https://doi.org/10.17605/ijie.v6i7.4590.