Self-directed Learning Oriented Assessments in the Asia-Pacific

439 Pages·2013·5.498 MB·English

by  Magdalena Mo Ching Mok (auth.), Magdalena Mo Ching Mok (eds.)

Self-directed Learning Oriented Assessments
in the Asia-Paci fi c
EDUCATION IN THE ASIA-PACIFIC REGION:
ISSUES, CONCERNS AND PROSPECTS
Volume 18
Series Editors-in-Chief:
Professor Rupert Maclean, The Hong Kong Institute of Education; and
Ryo Watanabe, National Institute for Educational Policy Research (NIER) of Japan, Tokyo
Editorial Board
Professor Bob Adamson , The Hong Kong Institute of Education, China
Dr. Robyn Baker, New Zealand Council for Educational Research, Wellington, New Zealand
Dr. Boediono, National Offi ce for Research and Development, Ministry of National Education,
Indonesia
Professor Yin Cheong Cheng, The Hong Kong Institute of Education, China
Ms Santi Jagannathan, Asian Development Bank, Manila, Philippines
Dr. Zhou Mansheng, National Centre for Educational Development Research, Ministry of Education,
Beijing, China
Professor Colin Power, Graduate School of Education, University of Queensland, Brisbane, Australia
Professor Konai Helu Thaman, University of the South Pacifi c, Suva, Fiji
Advisory Board
Professor Mark Bray , Comparative Education Research Centre, The University of Hong Kong,
PR of China ; Dr Agnes Chang , National Institute of Education, Singapore; Dr Nguyen Huu
Chau , National Institute for Educational Sciences, Vietnam ; Professor John Fien , RMIT University,
Melbourne, Australia; Professor Leticia Ho , University of the Philippines, Manila, Philippines ; Dr Inoira
Lilamaniu Ginige , National Institute of Education, Sri Lanka; D r Inayatullah , Pakistan Association
for Continuing and Adult Education, Karachi, Pakistan ; Dr Rung Kaewdang , Offi ce of the National
Education Commission, Bangkok, Thailand; Dr Chong-Jae Lee , Korean Educational Development
Institute, Seoul, Korea ; Dr Molly Lee , UNESCO Bangkok, Thailand ; Naing Yee Mar , UNESCO-
UNEVOC, Bonn; Mausooma Jaleel , Maldives College of Higher Education, Male, Maldives ; Professor
Geoff Masters , Australian Council for Educational Research, Melbourne, Australia ; Dr Khamphay
Sisavanh , National Research Institute of Educational Sciences, Ministry of Education, Lao PDR;
Dr Max Walsh , Secondary Education Project, Manila, Philippines
For further volumes:
http://www.springer.com/series/5888
Magdalena Mo Ching Mok
Editor
Self-directed Learning
Oriented Assessments
in the Asia-Paci fi c
Editor
Magdalena Mo Ching Mok
The Hong Kong Institute of Education
Lo Ping Road 10
New Territories
Tai Po, Hong Kong
ISBN 978-94-007-4506-3 ISBN 978-94-007-4507-0 (eBook)
DOI 10.1007/978-94-007-4507-0
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2012946747
© Springer Science+Business Media Dordrecht 2013
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Introduction by the Series Editors
The ways in which learners are assessed by their teachers have a profound in fl uence
on student and teacher behavior, including such things as the teaching methods
adopted, teaching and learning materials used, and organizational arrangements
within the classroom and school. This is one of the key reasons why assessment
reform has attracted, and continues to attract, considerable attention from education
policy makers, researchers, and practitioners worldwide, particularly when it comes
to their interest in improving learning outcomes and strengthening the accountability
of teachers, schools, and education systems as a whole. This is to be expected since
national education systems need to (and should) be accountable to taxpayers, parents,
teachers, and to the learners themselves, all of whom want to ensure that the
consi derable fi nancial (and other) resources devoted to the education enterprise
are being put to the best possible use with regard to achieving high quality and
reliable outcomes.
The Asia-Paci fi c region is vast and diverse, with countries at different stages of
economic development. However, despite such diversity, all countries in the region
have a shared concern that of seeking to improve access to, and the quality and
relevance of, education and schooling.
This edited volume examines the various ways in which assessment methods
have (and currently are) being reformulated and reformed in the Asia-Paci fi c region,
with particular reference to self-directed learning orientated assessment (SLOA).
As Professor Magdalena Mok points out, these reforms share a common emphasis
on assessment f or learning and on assessment a s learning.
This book provides a comprehensive survey of assessment reform in countries in
Asia-Paci fi c and an insightful analysis of how assessment reform has been used
in many education systems throughout the region to drive educational change.
In addition to examining the theory of self-directed learning orientated assessment, the
volume surveys tools for implementing self-directed learning orientated assessment
and provides case studies of SLOA in countries in the region.
This is an important book on an important topic and as such is certain to enjoy a
large readership from educational researchers, policy makers, and practitioners who
v
vi Introduction by the Series Editors
are interested in improving the quality and effectiveness of the learning which
occurs in classrooms, schools, and education systems as a whole.
Hong Kong Institute of Education Rupert Maclean
National Institute for Educational Ryo Watanabe
Policy Research (NIER) of Japan
February 27, 2012
Acknowledgements
I would like to express my sincere gratitude to all those who have helped me with
this book project. I am deeply indebted to Professors Rupert Maclean and Ryo
Watanabe, the series editors, for their encouragement and for writing the foreword.
I thank them for their generous support and advice throughout the book project.
I am obliged to the thoughtful and constructive comments of the anonymous
reviewers. My deepest appreciation goes to the preeminent scholars who contributed
their chapters to this book. I would like to thank Sze Ming Lam, who has typeset
this book, and Liz Stone and Hilary Tolley for their support on English editing.
I thank Springer for trusting me with editorship and for publishing this book.
My sincere appreciation is extended to The Hong Kong Institute of Education for
enabling support on research in association with this book project.
vii

Contents
Part I Theory of Self-Directed Learning Oriented Assessment
1 Assessment Reform in the Asia-Pacific Region:
The Theory and Practice of Self-Directed Learning
Oriented Assessment ............................................................................... 3
Magdalena Mo Ching Mok
2 Assessment, Standards-Referencing and Standard Setting ................ 23
Jim Tognolini and Michelle Davidson
3 Rapid Dynamic Assessment for Learning ............................................ 43
Slava Kalyuga
4 Standardized Diagnostic Assessment Design and Analysis:
Key Ideas from Modern Measurement Theory .................................... 61
Hye-Jeong Choi, André A. Rupp, and Min Pan
5 Application of the DINA Model Framework
to Enhance Assessment and Learning ................................................... 87
Jimmy de la Torre
6 Theory of Self-Directed Learning-Oriented Assessment:
A Non-technical Introduction to the Theoretical Foundations
and Methodologies of Cognitive Diagnostic Assessment ..................... 105
William John Boone, John R. Staver, and Melissa Seward Yale
7 Getting to the Core of Learning: Using Assessment
for Self-Monitoring and Self-Regulation .............................................. 123
Lorna Earl and Steven Katz
8 Metacognitive Self-Confidence in School-Aged Children ................... 139
Sabina Kleitman, Lazar Stankov, Carl Martin Allwood,
Sarah Young, and Karina Kar Lee Mak
ix