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Becoming Active Users of Assessment in Learning-Oriented EAP Classrooms : = A Mixed Methods Exploratory Sequential Design with Wrap-Up Phase.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Becoming Active Users of Assessment in Learning-Oriented EAP Classrooms :/
其他題名:	A Mixed Methods Exploratory Sequential Design with Wrap-Up Phase.
作者:	Tsushima, Rika.
面頁冊數:	1 online resource (361 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30157809click for full text (PQDT)
ISBN:	9798352984789

Becoming Active Users of Assessment in Learning-Oriented EAP Classrooms : = A Mixed Methods Exploratory Sequential Design with Wrap-Up Phase.
Tsushima, Rika.

Becoming Active Users of Assessment in Learning-Oriented EAP Classrooms :A Mixed Methods Exploratory Sequential Design with Wrap-Up Phase. - 1 online resource (361 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2022.

Includes bibliographical references

In education measurement, there has been a conceptual shift in the last few decades from conventional means of assessment for accountability purposes to alternative assessment formats that aim to enhance student learning. Supported by theoretical development in language assessment, a new concept-learning-oriented assessment (LOA)-which prioritizes performance evidence on both learning outcomes and learning processes has been introduced to the field. This dissertation reports on an exploratory sequential mixed methods research (MMR) study with a wrap-up phase, conducted in an English for academic purposes (EAP) program at a Canadian university in which a learning-oriented approach was incorporated into the curriculum. Taking a longitudinal approach over a period of eight months, this four-phased MMR study explored EAP learning experiences of East Asian students from Confucius Heritage Cultures (CHC) in relation to their use of classroom assessment.Phase I was the first qualitative phase of the MMR study with 12 focal interview participants with CHC backgrounds. Three sets of individual interviews were conducted with each of the participants. It was found that participants' previous language learning experiences in their own cultures was a key factor that affected their initial response to the new learning environment. Over the course of time, similar characteristics among participants in terms of their use of classroom assessment became more notable, such as eliciting more formative feedback from others and monitoring their own understanding of assessment criteria. At the same time, it was found that the participants who failed the first EAP course also shared common tendencies among themselves.Phase II was the second qualitative phase, and two sets of individual interviews were conducted with the same 12 focal participants. This phase highlighted the difficulties of changing metacognitive knowledge about particular persons, tasks, and strategies that participants held, and that such perceived knowledge from the previous learning context affected the participants' acculturation process into the new assessment culture. Moreover, participants' self-regulation was found to be connected to their individual differences in the use and understanding of information from classroom assessment.Phase III was a student survey that was developed from the main findings of Phases I and II with the aim of confirming key findings with all East Asian students registered in the EAP program (n = 354). The survey results were confirmatory with the findings from the qualitative phases.Phase IV was the third qualitative phase and was conducted as a wrap-up phase. One final individual interview dataset was collected to obtain the 12 participants' reflections on their entire EAP experiences. It was found that the participants' success in EAP courses appeared contingent upon their self-regulated use of assessment not only within the classrooms but also in their private activities, such as the formation of supportive communities.The dissertation concludes that LOA can facilitate self-directed learning by fostering awareness in the need for active engagement with assessment as a key to enhancing student learning outcomes. The current study adds empirical evidence to the growing understanding of the mechanism of student learning supported by assessment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352984789Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Becoming Active Users of Assessment in Learning-Oriented EAP Classrooms : = A Mixed Methods Exploratory Sequential Design with Wrap-Up Phase.
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504 $a Includes bibliographical references
520 $a In education measurement, there has been a conceptual shift in the last few decades from conventional means of assessment for accountability purposes to alternative assessment formats that aim to enhance student learning. Supported by theoretical development in language assessment, a new concept-learning-oriented assessment (LOA)-which prioritizes performance evidence on both learning outcomes and learning processes has been introduced to the field. This dissertation reports on an exploratory sequential mixed methods research (MMR) study with a wrap-up phase, conducted in an English for academic purposes (EAP) program at a Canadian university in which a learning-oriented approach was incorporated into the curriculum. Taking a longitudinal approach over a period of eight months, this four-phased MMR study explored EAP learning experiences of East Asian students from Confucius Heritage Cultures (CHC) in relation to their use of classroom assessment.Phase I was the first qualitative phase of the MMR study with 12 focal interview participants with CHC backgrounds. Three sets of individual interviews were conducted with each of the participants. It was found that participants' previous language learning experiences in their own cultures was a key factor that affected their initial response to the new learning environment. Over the course of time, similar characteristics among participants in terms of their use of classroom assessment became more notable, such as eliciting more formative feedback from others and monitoring their own understanding of assessment criteria. At the same time, it was found that the participants who failed the first EAP course also shared common tendencies among themselves.Phase II was the second qualitative phase, and two sets of individual interviews were conducted with the same 12 focal participants. This phase highlighted the difficulties of changing metacognitive knowledge about particular persons, tasks, and strategies that participants held, and that such perceived knowledge from the previous learning context affected the participants' acculturation process into the new assessment culture. Moreover, participants' self-regulation was found to be connected to their individual differences in the use and understanding of information from classroom assessment.Phase III was a student survey that was developed from the main findings of Phases I and II with the aim of confirming key findings with all East Asian students registered in the EAP program (n = 354). The survey results were confirmatory with the findings from the qualitative phases.Phase IV was the third qualitative phase and was conducted as a wrap-up phase. One final individual interview dataset was collected to obtain the 12 participants' reflections on their entire EAP experiences. It was found that the participants' success in EAP courses appeared contingent upon their self-regulated use of assessment not only within the classrooms but also in their private activities, such as the formation of supportive communities.The dissertation concludes that LOA can facilitate self-directed learning by fostering awareness in the need for active engagement with assessment as a key to enhancing student learning outcomes. The current study adds empirical evidence to the growing understanding of the mechanism of student learning supported by assessment.
520 $a Au cours des dernieres decennies, il y a eu dans le domaine des methodes d'evaluation de l'education, une transition conceptuelle d'un modele conventionnel d'evaluation a des fins de responsabilisation vers des techniques d'evaluation distinctes visant plutot a ameliorer l'apprentissage de l'etudiant. S'appuyant sur des developpements theoriques en matiere d'evaluation du langage, un nouveau concept, l'evaluation dite "axee sur l'apprentissage" (Learning-Oriented Assessment - LOA), qui met l'accent sur les signes de performance autant en ce qui a trait aux resultats obtenus dans le cadre de l'apprentissage qu'en ce qui concerne les techniques d'apprentissage elles-memes, a vu le jour. Cette dissertation presente les resultats d'une etude exploratoire en recherche par methodes mixtes sequentielles (Mixed Method Research - MMR) avec phase de synthese, conduite dans un programme d'anglais a des fins academiques (English for Academic Purposes - EAP) dans une universite canadienne ayant incorpore a son programme d'etudes une approche axee sur l'apprentissage. Adoptant une approche longitudinale d'une periode de huit mois, cette etude MMR composee de quatre phases a explore, pour le cours EAP, l'experience d'apprentissage d'etudiants d'Asie de l'Est emanant de cultures avec un heritage confuceen (Confucius Heritage Cultures - CHC) en fonction de leur utilisation de l'evaluation en classe. La phase I, premiere phase qualitative de l'etude MMR, consistait en des entrevues avec douze participants CHC preselectionnes. Trois series d'entrevues individuelles ont ete menees avec chacun des participants. L'experience d'apprentissage linguistique prealable des participants dans leur culture d'origine s'est averee un facteur cle affectant leur reaction initiale au nouvel environnement d'apprentissage. De plus, au fil du temps, des similitudes entre les participants dans leur utilisation de l'evaluation en classe sont devenues apparentes, notamment en ce qui concerne leur tendance a demander une retroaction plus formatrice de la part des autres ainsi qu'a surveiller leur propre comprehension du critere d'evaluation. On a egalement note que les participants echouant a leur premier cours EAP avaient certaines caracteristiques communes. La phase II, deuxieme phase qualitative, consistait en deux series d'entrevues individuelles avec les memes participants. Cette phase a mis en relief, d'une part, la difficulte d'alterer la connaissance metacognitive que ces participants detenaient en lien avec des personnes, des taches et des strategies specifiques. Elle a revele d'autre part que cette connaissance acquise dans le cadre de leur contexte d'apprentissage precedent affectait leur processus d'acculturation dans la nouvelle culture d'evaluation. De plus, on a decouvert que la capacite des participants a s'autoreguler etait connectee a leurs differences specifiques quant a leur utilisation et a leur comprehension de l'information provenant de l'evaluation en classe. La phase III consistait en un sondage aupres de tous les etudiants d'Asie de l'Est inscrits au programme EAP (n = 354). Le sondage, elabore a partir des principaux resultats des phases I et II, avait comme objectif de corroborer ces resultats. Les resultats du sondage sont venus confirmer les conclusions des phases precedentes.
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