JUST PONDERING: ASSESSMENT FOR LEARNING IN REMOTE EDUCATION

I write in praise for Assessment For Learning also known as formative assessment, an integral part of effective teaching. Contrary to Assessment of learning or summative assessment that is registered at the end of teaching, which is usually too late for instructional modifications that will benefit students and enhance learning, assessment For learning engages the teacher and student to modify teaching and learning as need be during the lesson. The literature is replete on the essence of assessment For learning in traditional or face-to-face teaching and rather scant in remote learning to the best of my knowledge. Although there is some literature that purports assessment For learning is more effective in online education, I find that hard to believe within the current context of online education defined by the COVID-19 pandemic and within a system more complicated than the typical online experience. This is an online experience like no other: remote learning during the covid-19 pandemic. 

In sharing my perspectives on formative assessment in remote learning or distance education, it is important to state how I conceptualize these constructs, which have different meanings in the literature. I refer to Keegan’s definition of distance education: “quasi-permanent separation of teacher and learner throughout the length of the learning process”, “influence of an educational organization, use of technical media”, “provision of two-way communication” and “quasi-permanent absence of the learning group throughout the learning process…so that people are usually taught as individuals and not in groups.”(1990, p.44). This definition embodies remote learning that ensued abruptly in the face of the COVID-19 pandemic forcing educators to adopt alternatives to traditional or face-to-face instruction. Many have adopted ‘online’ format of education that uses internet (World Wide Web) as the technical media to provide the “two-way-communication” distance education. Although Keegan’s definition of online distance education courses allows for some ‘face to face’ component, the current distance education experience regulated by national and local calls for social distancing does not permit any residential face-to-face component. Students are still learning individually in various online educational platforms that allow for synchronous teaching and learning.

In sharing my perspectives on assessment For learning in remote learning, I acknowledge my naivety in online education. However, I wonder the extent to which educators are implementing effective formative assessment in online teaching during the COVID-19 pandemic. Formative assessment is an integral component of teaching that aims at enhancing learning generally measured by students’ attainment of learning outcomes that can be cognitive, defined by acquisition of knowledge; behavioral, defined by skill development; and/or humanistic, defined by values and attitudes. Effective teaching is generally student-centered in support of constructivism, a paradigm of teaching and learning in which people construct their understanding and knowledge of the world through their own lens. It is thus important to examine the extent to which online teaching presents opportunities for students to construct their own knowledge; the extent to which students get immediate and constructive feedback to enhance their learning. These and many other issues related to teaching and assessment should concern educators passionate about exploring and implementing strategies that will leverage students’ attainment of learning outcomes. These issues are embodied in the single important question on the extent to which online teaching engages students in formative assessment. Engaging in ongoing assessment or assessment for learning is a crucial element in any toolkit aimed at enhancing students’ learning. I am humbled by the challenges in implementing assessment For learning in online teaching and excited at the opportunity to examine online education within the framework of effective formative assessment.

Reference:

Keegan, D. (1990). Foundations of distance education, 2nd edition. London: Routledge.