The Correlation Between Assessment for Learning and Constructive Alignment Based on Age

Erwin Akib, Arie Martuty, Mohd. Najib bin Abdul Ghaffar, Jamilah binti Ahmad

Abstract


he assessment practice in Indonesian Higher Education presently uses the traditional methods, which are assessment for learning and assessment as learning. However, the new perspective on assessment proposes that it should include the process of learning called Assessment for Learning (AFL) and this assessment can be enhanced through the Constructive Alignment (CA) method. The main objective of this study was to determine the correlation between AFL and CA based on age. The respondents of this study were 454 lecturers of 11 Universities selected through multistage cluster sampling method. This study used explanatory sequential design, a combination of quantitative and qualitative method. Quantitative data were obtained using questionnaires followed by qualitative data collection using interviews. The qualitative data were used to explain the quantitative data results. Quantitative data were analyzed using ANOVA, chi-square, and SEM. The validity and reliability of the instruments were determined using the Rasch Model. The findings showed that there was a high correlation level of AFL and CA practice among the lecturers.

Keywords: Assessment for Learning, Constructive Alignment, Indonesian Higher Education


Keywords


Assessment for Learning, Constructive Alignment, Indonesian Higher Education

Full Text:

PDF

References


Assessment Reform Group. (2002). Assessment for learning: Research-based principles of assessment for learning to guide classroom practice. Retrieved from http://www.assessment-reform-group.org.uk

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education. Vol. 32, pp. 1-18.

Biggs, J. (1999). What the student sdoes: teaching for enhanced learning. Higher education & Development. Vol. 18, No. 1, pp. 57 -75. http://dx.doi.org/10.1080/0729436990180105

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University (The society for research in higher education). Third Edition. New York, USA: Open University Press.

Berry, R., & Adamson, B. (Eds.). (2011). Assessment reform in education: Policy and practice. New York: Springer.

Berry, R. (2008). Assessment for Learning. Hong Kong Teacher Education. Hong Kong: Hong Kong University Press.

Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, Vol. 31, No. 4, pp. 399–413. http://dx.doi.org/10.1080/02602930600679050

Carless, D. (2007a). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.

Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Third Edition. Thousand Oaks, Califiornia: Sage Publication, Inc.

Creswell, J.W. (2012). Educational Research (Planning, Conducting and Evaluating Quantitative and Qualitative Research). Fourth Edition. Boston, USA: Pearson.

Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and pre-service teacher education in Singapore. Teachers and Teaching: Theory and Practice. Vol. 14, No. 4, pp. 369 – 384.

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14–26.

Klenowski, V. (2009). Assessment for Learning revisited: an Asia-Pasific perspective. Assessment in Education: Principle, Policy & Practice. Vol. 16, No. 3, pp. 263 – 268.

Mok, M.M.C., (Eds.). (2012). Assessment Reform in the Asia-Pacific Region: The theory and practice of self-directed learning oriented assessment. New York: Springer.

Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy, and Practice, 5, 77–84.

Sambell K, McDowell L,. & Montgomery, C. (2013). Assessment for Learning in Higher Education. London and New York: Routledge.

Scriven, M. (1967) The methodology of evaluation (Washington, DC, American Educational Research Association).


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Creative Commons License
International Research - Based Education Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

web
analytics View My Stats