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Reimagining Assessment as a Learning Process: Student Voice, Classroom Practice, and Data Analytics
Fri, April 10, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), InterContinental Los Angeles Downtown, Floor: 5th Floor, Echo ParkSession Type: Paper Session
Abstract
This session explores the impact of students’ experiences surrounding assessment, with an emphasis on exploring students’ voices and roles in assessment. Although scholars have called for prioritizing students’ experiences surrounding assessment, there is a need for more research on how to solicit and use students’ input. To explore this need, the presenters’ papers will highlight topics such as developing and testing a survey for gathering students’ experiences, exploring students’ motivation and engagement surrounding assessment, considering how assessment can connect with social-emotional learning, and using data to better understand students’ cognition, behavior, and emotion in computer-based environments. Taken together, the papers offer findings that support rethinking assessment as a student-centered process that promotes deeper learning and supports well-being.
Sub Unit
Chair
Papers
Centering Student Voice in Science Assessment through Leveraging Student Experience Data - Cari F. Herrmann-Abell, BSCS Science Learning; Clarissa de Oliveira Deverel-Rico, BSCS Science Learning; Jeffrey Snowden, BSCS Science Learning; Andy Brubaker, BSCS Science Learning; Melissa R. Campanella, University of Colorado - Boulder; Jean Flanagan, BSCS Science Learning; Dennis Michael Lee, BSCS Science Learning; Patricia Olson, BSCS Science Learning; Christopher D. Wilson, Biological Sciences Curriculum Study
Exploring Student Motivation and Engagement in Self-Assessment: An Expectancy-Value Theory Perspective - Deborah G. Fabiyi, Washington State University; Oluyemisi Ajoke Oloniyo, Washington State University; Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia
An approximate replication of reassessing the relationship between classroom tasks and environment in EFL Classrooms - He Yang, City University of Macao; Liying Cheng, City University of Macao; Yiran Miao, Chengdu University of Information Technology; Sihui Yu, City University of Macao
Expanding Assessment for Targeted Literacy Supports: The Role of Social-Emotional Learning and Creativity - Emily Johns-O'Leary, University of Colorado - Boulder
Systematic Review of Process Data Analytics in K-12 Education - Yaxuan Yang, University of Georgia; Ruiping Huang, University of Illinois at Chicago; Yue Yin, University of illinois at Chicago; Xiaoming Zhai, University of Georgia