Towards a paradigm shift for a new model of alternative assessment: From emphasizing summative assessment to emphasizing formative assessment with digital technology support

Research output: Other contributionTeaching Development Grants (TDG)

Abstract

This project is an active response to a learning environment where assessment is not only confined by subject domain knowledge but also its application. In such an environment, students often engage in inquiries into, and problem solving of, discipline-related scenarios. In the process, they put their subject domain knowledge to test, and develop generic competencies. Using self-assessment and peer review in addition to feedback provided by teachers as a vehicle, the project serves to (i) examine the inter-relatedness of summative assessment and formative assessment; (ii) develop rubrics that show adequate concerns on learning processes and metacognitive skills development; (iii) examine how students advance the feedback loop in the enhancement of their constructivist and progressive learning; (iv) facilitates continuous assessment backed up by academic integrity; and (v) examines the motivation required to make a transition to alternative assessments. A mixed methods approach comprising quantitative and qualitative methodologies will be used. Students will be engaged in the assessment design and delivery processes. A group of External Consultants will also be engaged to advise on multifaceted and interlinked issues in assessment. It is hoped that the outcomes of this project will lead to more widespread implementation of alternative assessment at the course level.
Original languageEnglish
Publication statusPublished - 2020

Keywords

  • Assessment
  • Online learning
  • Teaching Development Grant (TDG) Report
  • TDG project code: T0236
  • Period: TDG 2020-2021

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