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Classroom Assessment Quality Criteria in Universities Based on Three Assessment Approaches
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A'zam Ramezani Sadr   , Keivan Salehi 1, Ali Moghaddamzadeh2 , Ebrahim Khodaee , Mohammad Javadipour2 |
1- Ph.D. Student in Assessment and Measurement, Department of Methods, Educatioanl Planning and Curriculum Development; Faculty of Psychology and Education, University of Tehran, Tehran, Iran. , keyvansalehi@ut.ac.ir
2- Associate Professor, Department of Methods, Educatioanl Planning and Curriculum Development; Faculty of Psychology and Education, University of Tehran, Tehran, Iran. |
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Abstract: (51 Views) |
Objective: The evolution in contemporary approaches toward Educational Assessment led to the appearance of Assessment as Learning Approach (AAL), aiming to establish and strengthen Learning based on comprehensive Self-regulation and Independence. The paradigmatic evolution inferred from the decayed Assessment basis into the Assessment as Learning. The present research was performed to recognize and contrast the quality criteria of Classroom Assessments in higher education based on Assessment as Learning.
Method: To perform a systematic literature review, related documents were researched during 2005-2024 in databases such as Elsevier and Web of Science (WOS), 40 documents provided the appropriate quality of Critical Appraisal Skills Programme (CASP) were studied and analyzed.
Results: The data analysis led to the recognition of Classroom Assessment Criteria in a) the Assessment Of Learning Approach (including Reliability, Fairness, Validity and Transparency), in b) the Assessment For Learning Approach (including Participation, Validity, Fairness, Transparency, Consistency and Accuracy, Efficacy, Authenticity, Congruity and Practicality) and in c) the Assessment As Learning (including Assessment Literacy, Participation, Self-regulation, Metacognition, Validity, Reliability, Efficacy, Transparency, Practicality and Congruity).
Conclusion: The Assessment Criteria (Of, For, As) Learning helps support students in the learning process and gives the students and faculty professors more executive procedures to enrich the Classroom Assessment Criteria. The utilization of these results can create opportunities for the education and empowerment of faculty members, enhancing the quality of instructional performance in the realm of classroom assessment at universities. This approach aligns with the pursuit of equity and fairness in assessment and the improvement of the teaching and learning process.
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| Keywords: Classroom Assessment, Quality Criteria, Higher Education, Assessment Triple Approaches, Assessment as Learning |
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Full-Text [PDF 1479 kb]
(26 Downloads)
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Type of article: Research |
Subject:
Special
Received: 2024/07/14 | Accepted: 2024/08/31 | ePublished ahead of print: 2025/01/23
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