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UNIT 7: MEASURING AND ASSESSING LEARNING

7.0. Intended Learning Outcomes

At the end of this unit, you should be able to:
a. define learning assessment;
b. analyze and interpret the importance of feedback for learning assessment in
a modern context;
c. compare and contrast how constructive alignment may be a reflective
practice of learning; and
d. critique authentic assessment and its impact on academic integrity.

7.1. Introduction
Most people probably think of measuring and assessing learning as tests,
assignments/course grades, and rubrics. However, assessment can be more than
these procedures. ‘Assessment’ is an integral part of a course curriculum. It is an
essential component of teaching-learning processes that influences students on the
one hand and course teachers on the other hand (Dziob et al., 2018; Suskie, 2010, as
cited in Subheesh & Sethy, 2020). It motivates students to learn subject content and
assists them to enhance their learning. It guides them to identify the strengths and
weaknesses of their learning. The ‘feedback’ associated with assessment allows
students to overcome the weaknesses of their learning (Irons, 2008, as cited in
Subheesh & Sethy, 2020).
Further, assessment guides course teachers to evaluate the teaching performance
of the courses that they offered to students. While assessing students’ performances,
course teachers get feedback on the instructional design and effectiveness of the
courses (Black & Wiliam, 1998; Wiliam et al., 2004, as cited in Subheesh & Sethy, 2020).
They identify the reasons for students’ good and bad performance(s) in the course. By
using the assessment results, course teachers check whether students have achieved
the learning objectives of a course or not (Subheesh & Sethy, 2020).
In this unit, you will learn what an assessment is, the importance of feedback,
constructive alignment, and authentic assessment, and its impact on academic
integrity.

7.2. Topics/Discussion
7.2.1. Assessment
One of the most important characteristics of a teacher is the ability to effectively
assess students. Assessment, or learning assessment, is the ability to gather
information about students to understand their competencies about learning
objectives. In addition, it provides guided information to help them advance their
learning, question methods, or restructure their focus. A more contemporary
framework of assessment is less about checkmarks and x’s, but uses other factors
of learning, such as advancement, questioning, and restructuring. For example, the
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analogy of a stoplight (Fig. 7.1) can be used by an instructor to guide a student

through assessment (Smith & Babich, n.d.).

Figure 7.1. Analogy of a spotlight to guide a student through assessment

Source: Smith, C., & Babich, C. (n.d.)

The stoplight analogy is a way to move beyond the classic right or wrong
finality and offers a different avenue for achieving learning outcomes. When an
answer or a student’s work is incorrect, the teacher should use these errors as
teachable tools. They serve, as a starting point to construct strategies that build on
the student’s existing knowledge. The student can then improve, and apply, these
techniques to the existing work, and prevent future errors on upcoming
assignments (Smith & Babich, n.d.).
Some of the common glossary words that show up about assessment are
outcomes, rubrics, missions, goals, and alignment. Regardless of assessment, these
are important factors that impact how learning assessment achieves learning
objectives. In Gordon Joughin’s work, Assessment, Learning, and Judgement in
Higher Education, the collection of essays focus on different forms of assessment
through new modes and systematic inquiry. Joughin concluded that students
should be at the center of the assessment in higher education, with time allocated
to students to fully comprehend the assessment, making it a focal point in higher
education institutions (Joughin, 2009, as cited in Smith & Babich, n.d.). If we use
our glossary as an example, how would this look?
 Rubric: A table of expectations and requirements for each marking range
and learning category, written in descriptive language
 Goals: Creating effective steps for the learner, that are rational and
achievable, to effectively meet expectations
 Constructive Alignment: Aligning learning outcomes, teaching practices,
and assessment of learning to ensure they mutually reinforce each other
Because assessment and technology are important, the key question comes
from the transmission of content. Bates (2019) describes seminars and tutorials for
online teaching. Online seminars and tutorials offer a flexible way for students and
teachers to achieve learning objectives (Smith & Babich, n.d.) However, teachers
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must always be aware of the effect of their teaching methods. Joughin asserts that
learning and assessment should be student-focused. Use the activity below to
develop an understanding of the role of assessment in learning.

Activity 7.1

Directions: Applying what you have learned, answer the “Word Map” by
writing similar words to “learning assessment”. Then, explain
why assessment is important in the teaching and learning
process.

learning
assessment

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7.2.2. Importance of Feedback

Feedback within teaching and learning is perhaps the most important tool for
assessment. Feedback is constructive communication for the benefit of both the
teacher and students. Wiggins offers that feedback, more than teaching, is a greater
tool for achieving learning outcomes (Wiggins, 2019, as cited in Smith & Babich,
n.d.) However, it may be more prudent to combine both of these to ensure that the
methodology makes room for effective feedback. This presents a motivating
reason for feedback because it benefits learning outcomes (Smith & Babich, n.d.).
Feedback has many components. Some of them correlate with many of the
different pedagogical and learning styles. Here are some of the components (Smith
& Babich, n.d.):
 Recurring: Scheduled as needed: weekly, monthly, etc.
 Tied to Performance: Acknowledging the inherent strengths of the
individual
 Easy to Understand: Less academic, more of a conversation
 Based on Data: Empirical, to ensure clarity of performance
 Based on Behaviour: Account for the individual and her/his attitudes
toward the assessment
 Based on a Plan: Clear and concise points for the teacher and the student

A more systematic way of looking at feedback is by breaking the process down

into different parts. Fontana et al. (2015) outline self-regulated learning as a form
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of feedback information through three phases: forethought, performance, and self-

reflection, with attached sub-components, such as goal-setting, critical thinking,
and self-evaluation (Smith & Babich, n.d.). This allows the teacher to guide the
feedback process most beneficially. In this way, they work together on goals and
objectives (Smith & Babich, n.d.).
In a modern classroom, the feedback has changed due to differing ideals and
the advancement of technology. However, the communication aspect and the
climate of expanding knowledge are still at the forefront. The importance of
feedback today is to adjust to the changing needs of the modern student. Molloy,
Boud, and Henderson suggest that feedback is important for achieving learning
outcomes. it is done through an active, reciprocal process, and is guided by
improvement (Molloy et al., 2020, as cited in Smith & Babich, n.d). Feedback
should be an important element of the pedagogical paradigm, especially in a
modern classroom setting. The collaborative characteristics of feedback provide
students with clear and concise objectives about how they can enhance their
learning (Smith & Babich, n.d.)

Activity 7.2

Directions: Fontana et al. (2015) outline self-regulated learning as a form of

feedback information through three phases: forethought,
performance, and self-reflection. Create a diagram for a better
illustration of these phases and explain each briefly. Discuss also
the importance of feedback in today’s classroom context.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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7.2.3. Constructive Alignment of Learning

The many purposes of assessment are to diagnose the methodology of work,
formulate opportunities for achievement, and summarize the progress needed for
success. Constructive alignment of learning is a method of organizing learning
outcomes, teaching practices, and assessments in a systematic way that connects
units to the overall content of the course. Below is a flow chart outlining
constructive alignment.

Figure 7.2. Constructive Alignment Flowchart.

Source: Original information by Beale Gurney & Nell Rundle, CC BY-SA

Another way to view constructive alignment is through the Biggs method of

curriculum design.

Figure 7.3. Basic Model of an Aligned Curriculum.

Source: In Biggs. J. (2003) Teaching for Quality Learning at University – What the Student Does 2nd Edition SRHE. Open
University Press.
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Constructive alignment also uses reflection as an important activity for

learning. The reflective practice focuses on actionable contemplation and self-
awareness that serves as a tool to master learning objectives (Atkinson & Irving,
2013, as cited in Smith & Babich, n.d.) The concept of reflective practice is an
important aspect of the learning process as previously discussed with prior
methodology and through constructing learning based on reflective practice
(Smith & Babich, n.d.).
Reflection plays a key role in the constructive alignment of learning. For
example, the process of how students achieve goals, and ultimately, how they
structure their learning can be used to meet course objectives. Ambrose et al.,
describe the role of metacognition and the impact it has on students’ abilities to
create and guide their learning. They mention two students. One is seen as a
procrastinator, while the other is viewed as proactive. Although the first may seem
to have a stigma attached, both use strategies resulting in learning (Ambrose et al.,
2010, as cited in Smith & Babich, n.d.).
What this means is that student learning is not a one-size-fits-all application.
Some students (seen as procrastinators) may be able to work more efficiently
under pressure, while other students, need to plan and complete work well in
advance to be effective. The method by which the learning is done, based on the
process, is not relevant, so long as the students are constructing their learning
towards mastery.

Activity 7.3

Directions: Compare and contrast how constructive alignment may be a

reflective practice of learning by supplying the Venn diagram.

“Venn Diagram”

Constructive similarity Reflective

7.2.4. Authentic Assessment

Assessment, within the context of experiential learning, should be authentic.
Therefore, learning objectives should reflect the purpose of achieving competency
for work in the real world. Boulos and Raffoul outline principles of authentic
assessment (Boulos & Raffoul, 2018, as cited in Smith & Babich, n.d.).
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 situated
 aligned with experiences
 uses multiple learning domains
 fosters meaningful learning
 promotes complex, creative, critical thinking
 is practical and meaningful
Campbell (2000) suggests that exams be customized in a way that connects
knowledge, rather than listing facts, which require rote memorization (Smith &
Babich, n.d.). One way to look at authentic assessment is through a prism of
interdisciplinary and focus on the connections of all the learning that happens. For
example, the competencies required for nursing fall into both the technical and
theoretical domains of learning, and all practical applications that can be used in
the workforce. Another example would be a lawyer who needs to read about the
law but could benefit from situational and experiential learning in the complex
and critical nature of a mock trial.
The integration of authentic assessment and experiential education is shown
by Yates, Wilson, and Purton (2014) who state that authentic assessment was
widely used within their research for experiential learning. Traditional methods,
when applicable, were also used. In addition, differing pedagogical approaches
led to differing assessment approaches, offering a diverse set of values toward
learning (Smith & Babich, n.d.). The use of authentic assessment is the product of
blending traditional forms that outline the clearest levels of learning for students,
especially in higher education. The mix of classical and authentic assessment is the
most beneficial for these students, given that post-secondary educational
institutions seek to develop character, competence in the workforce, and
purposefulness in society.
The authentic assessment also involves academic integrity. Academic integrity
is the teacher and the student’s commitment to moral behavior in an academic
setting, through teaching, learning, and assessing. Research would conclude that
authentic assessment would be able to detect academic cheating, and the
application of real-world experiences would ultimately produce a reduction in
academic dishonesty (Ellis et al., 2020; Sotiriadou et al., 2019, as cited in Smith &
Babich, n.d.). This would suggest that when learning is centered and aligned
toward effective learning objectives that meet the teachers’ and students’ needs,
the apparent incentive for academic dishonesty would be reduced (Smith &
Babich, n.d.).
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Activity 7.4

Directions: Define briefly what an assessment is in an experiential learning

context. Then, discuss its influence on academic integrity.

Assessment definition in Academic integrity:

experiential context:

Assessment
Directions: Write your answers in essay form. Consider the rubric below in
expressing your ideas.
1. What is a learning assessment?

2. Why is feedback important in the learning process?

3. Compare and contrast how constructive alignment may be a reflective practice

of learning.
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4. What are the challenges in the use of any form of authentic assessment?

5. Does authentic assessment assure academic integrity? Why?

RUBRIC FOR ESSAY

(Adapted from rubistar)
3 – Very 1 – Needs
CATEGORY 4 - Excellent 2 - Fair Score
Good Improvement
Content Knowledge sure limited does not
able, knowledge knowledge of show
relevant to of the topic, the topic, knowledge
the assigned mostly inadequate of the topic,
topic relevant to development not relevant
the topic but of the topic to the
lacks detail assigned
topic
Organization fluent loosely non-fluent, does not
expression, organized ideas are communicat
ideas clearly but main confusing or e, no
stated, well- ideas stand disconnected, organization
organized, out logical lack logical
logical but sequencing
sequencing, incomplete
cohesive sequencing
Total

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Assignment
Directions: Provide each window with the following: 1st - a symbol of how
you perceive assessment; 2nd - relevant quote/statements; 3rd – a
5-sentence synthesis of what you have learned; 4th – how to apply
assessment in a modern context.

“Windows of Understanding”
symbol of how you perceive relevant quote/statements
assessment

a 5-sentence synthesis of what you how to apply assessment in a

have learned modern context

7.3. Reference/s
Subheesh, N. P., & Sethy, S. S. (2020). Learning through assessment and feedback
practices: A critical review of engineering education settings. EURASIA
Journal of Mathematics, Science and Technology Education, 16(3), em1829.
https://bit.ly/3O76F8M CC BY

Smith, C., & Babich, C. (n.d.). Theories of individual and collective learning –
Simple book publishing. Open Library Publishing Platform – Pressbooks for
Ontario's Postsecondary Teachers.
https://ecampusontario.pressbooks.pub/ticl/ Creative Commons
Attribution-ShareAlike 4.0 International License
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Acknowledgment

The images, tables, figures, and information contained in this module were
taken from the references cited.

Disclaimer

This module is for educational purposes only and not for commercial purposes.
Some technical terminologies and phrases were not changed, but the author of this
module ensures that all in-text citations are in the reference section. Even photos
or figures are with in-text citations concerning the intellectual property of the
original owners.

Prepared by

ARNEL N. MABINGNAY, Ph.D.

Assistant Professor

ROWENA L. BABON, Ph.D.

Part-time Lecturer