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The validation of assessment for learning audit instrument: a mixed methods approach

The CEFR-aligned curriculum promotes integration in the implementation of Assessment for Learning (AfL) by English language teachers in primary schools. This paper depicts the mixed methods pilot and validation of the Assessment for Learning Audit Instrument (AfLAi) for the purpose of examining th...

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Main Authors: Mazidah Mohamed,, Mohd Sallehhudin Abd Aziz,, Kemboja Ismail,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2019
Online Access:http://journalarticle.ukm.my/14018/1/33340-115987-2-PB.pdf
http://journalarticle.ukm.my/14018/
http://ejournals.ukm.my/3l/issue/view/1230
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spelling my-ukm.journal.140182020-01-24T00:32:20Z http://journalarticle.ukm.my/14018/ The validation of assessment for learning audit instrument: a mixed methods approach Mazidah Mohamed, Mohd Sallehhudin Abd Aziz, Kemboja Ismail, The CEFR-aligned curriculum promotes integration in the implementation of Assessment for Learning (AfL) by English language teachers in primary schools. This paper depicts the mixed methods pilot and validation of the Assessment for Learning Audit Instrument (AfLAi) for the purpose of examining the use and understanding of AfL among the teachers in primary schools. In Phase 1, three subject matter experts were consulted, and nine English language teachers provided consensual validation. In Phase 2, 53 English language teachers responded to the adapted instrument. AfLAi was further discussed with the validators in Phase 3. This procedure was adapted from Phase 8 of the Instrument Development and Construct Validation mixed research techniques. Among the emerging themes were on language correction, item/ instrument difficulty, and useful items. The quantitative data was compared with the scales from the original authors regarding the four key strategies of AfL in AfLAi: Sharing Learning Intentions and Success Criteria, Questions and Classroom Discussions, Feedback and Peer- and Self- Assessment. Based on the mixed data arranged in a joint display, some parts in the items were adapted to accommodate the local context. Among the findings were (i) the key strategy known as Learning Intentions in AfLAi was not applicable in the target context, and (ii) some examples in the items needed to be changed to fit the Malaysian syllabus. The implications of this pilot study and validation process included 16 changes in the instrument and the translation of the instrument into Bahasa Melayu. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/14018/1/33340-115987-2-PB.pdf Mazidah Mohamed, and Mohd Sallehhudin Abd Aziz, and Kemboja Ismail, (2019) The validation of assessment for learning audit instrument: a mixed methods approach. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 25 (4). pp. 209-226. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1230
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The CEFR-aligned curriculum promotes integration in the implementation of Assessment for Learning (AfL) by English language teachers in primary schools. This paper depicts the mixed methods pilot and validation of the Assessment for Learning Audit Instrument (AfLAi) for the purpose of examining the use and understanding of AfL among the teachers in primary schools. In Phase 1, three subject matter experts were consulted, and nine English language teachers provided consensual validation. In Phase 2, 53 English language teachers responded to the adapted instrument. AfLAi was further discussed with the validators in Phase 3. This procedure was adapted from Phase 8 of the Instrument Development and Construct Validation mixed research techniques. Among the emerging themes were on language correction, item/ instrument difficulty, and useful items. The quantitative data was compared with the scales from the original authors regarding the four key strategies of AfL in AfLAi: Sharing Learning Intentions and Success Criteria, Questions and Classroom Discussions, Feedback and Peer- and Self- Assessment. Based on the mixed data arranged in a joint display, some parts in the items were adapted to accommodate the local context. Among the findings were (i) the key strategy known as Learning Intentions in AfLAi was not applicable in the target context, and (ii) some examples in the items needed to be changed to fit the Malaysian syllabus. The implications of this pilot study and validation process included 16 changes in the instrument and the translation of the instrument into Bahasa Melayu.
format Article
author Mazidah Mohamed,
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
spellingShingle Mazidah Mohamed,
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
The validation of assessment for learning audit instrument: a mixed methods approach
author_facet Mazidah Mohamed,
Mohd Sallehhudin Abd Aziz,
Kemboja Ismail,
author_sort Mazidah Mohamed,
title The validation of assessment for learning audit instrument: a mixed methods approach
title_short The validation of assessment for learning audit instrument: a mixed methods approach
title_full The validation of assessment for learning audit instrument: a mixed methods approach
title_fullStr The validation of assessment for learning audit instrument: a mixed methods approach
title_full_unstemmed The validation of assessment for learning audit instrument: a mixed methods approach
title_sort validation of assessment for learning audit instrument: a mixed methods approach
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2019
url http://journalarticle.ukm.my/14018/1/33340-115987-2-PB.pdf
http://journalarticle.ukm.my/14018/
http://ejournals.ukm.my/3l/issue/view/1230
_version_ 1657565454887026688
score 13.211869

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