E-Pedagogy in support of AfL

Assessment Bulletin, Issue 3, Oct 2020 From the Editor by Rachel Goh This issue features E-Pedagogy (E-Ped). Along with Assessment Literacy and Differentiated Instruction featured in the last issue, E-Ped is an area of practice prioritised for professional development under SkillsFuture for Educators (SFEd). While it is important to harness the affordances of digital technologies, I would argue that it is not just whether and how it is used, but how well E-Ped supports Assessment for Learning (AfL) that determines its efficacy and the extent to which it can “deepen learning” (MOE, 2020a) as envisioned. Watch this video which explicates what AfL is, through the 3Es, and how students can and should play an active role in AfL: • Explaining (intended learning outcomes and standards) • Exploring (the process of learning) • Engaging (in quality feedback) 1

How then can teachers leverage digital technologies to support AfL? This is an area we will explore through the case studies featured in this issue. E-Ped as an area of practice has implications not only on building teacher competency, but also on our beliefs in educating all learners. What if we challenged ourselves to ensure every single learner under our care benefits adequately from E-Ped enabled AfL? What if we were able to rethink and enact E-Ped in ways that support Assessment For All Learners (AFAL) to help the least, the last and the lost amongst our learners? The focus article in this issue explores the theoretical underpinnings of E-Ped and how it can be employed to enhance AfL and AFAL. Along with the following feature presentation and articles on school practice, they are intended to prompt reflection on not only the “How to”, but also on the “Why to” educational imperative. • The first feature presentation reports on how learning for different students has been transformed through digital technologies in the context of teaching oracy in the Mother Tongue classroom in Juying Secondary School. • The second feature article focuses on how schools can prepare for E-learning beyond the classroom. Survey responses from parents of Chua Chu Kang Primary School offer insights into the necessary conditions to support effective feedback and learning in the context of HBL. Focus E-Pedagogy in support of AfL and AFAL: What does it do for all learners? by Rachel Goh The theme for this issue is E-Pedagogy (E-Ped) in support of AfL and AFAL. While various definitions of E-Ped have been offered (e.g., Baldins, 2016), I prefer the conceptualisation of E-Ped as \"approaches to teaching that utilize the affordances of digital information and communication technologies” (Way, 2009). This view contrasts a narrower conception of E-Ped as an assemblage of teaching strategies for E-learning. There is an ongoing debate about whether E-Ped is a branch of pedagogy (Baldins, 2016), understood as educational practice informed by particular learning theory (e.g., behaviorism, cognitivism, social constructivism, etc.), or is “a radically different vision of pedagogy based on soft skills and digital literacies” (Livingstone, 2012, p. 9). Beyond such a binary quandary, a more generative way in theorizing, is perhaps to consider the argument of E-Ped as reflexive pedagogy that draws on different learning theories, decisions about which is most apt flow from the judgement as to the intended learning outcomes (Kalantzis & Cope, 2020; James, 2006). In this regard, a principled approach to E-Ped would support the ambitious views of employing E-Ped intended “to accelerate and deepen learning by making it more active and personalized” (MOE, 2020a) and “for active learning that creates a participatory, connected and reflective classroom to nurture the future-ready learner” (MOE, 2020b). If E-Ped is to be employed to deepen students’ learning, it would not be difficult to make the connection to how it hinges on supporting AfL with the ultimate goal of getting students “to take ownership by playing an active role in the process of learning in school and beyond” (Leong, Ismail, Tay, Tan, & Lin, 2019). 2

So, how can E-Ped support a learner-centred AfL process for all learners? Watch this video for an overview of the discussion on E-Ped in support of AfL and AFAL. The COVID-19 pandemic has thrusted us into home-based learning at a time when face-to-face interactions are constrained. While the best of technological tools cannot fully replicate learning conditions afforded by in-person human interactions, digital affordances, when harnessed appropriately, can enhance learning and enable different meaningful learning experiences, in and beyond the physical classroom. Drawing from published literature and school practices, examples will be presented on how digital technologies have been harnessed to elicit evidence on where students are in their learning, engage them in quality feedback, and elevate their role in assessment. We begin by describing three technology-enabled strategies that may be employed separately or in combination at the substitution or augmentation levels to enhance AfL (Puentedura, 2013). Then, how technology can be harnessed to modify task design to enable deep learning will be discussed. Finally, an example will be presented to illustrate the affordances of technology in redefining student learning, specifically in enabling the development of student voice. The three technology-enabled strategies that are of interest are the use of: (1) online knowledge surveys, (2) online student-generated questions and peer responses, and (3) electronic reflective journals. • Online knowledge surveys are employed to elicit information on student understanding, and the evidence of which is used formatively for course design/redesign. A knowledge survey consists of a set of questions that cover the content of the course, which students answer by responding to a rating scale of their confidence to respond with competence to each question (Bahati, Fors, Hansen, Nouri, & Mukama, 2019). Knowledge survey practices can serve formative assessment purposes by giving students opportunities to self-assess their understanding and learning gaps at key junctures as the course progresses. While a knowledge survey, in and of itself, may be a poor indicator of learning, gains in student self-efficacy were reported when comparing pre and post-instruction self-assessment surveys (Bowers, Brandon, & Hill, 2005; Clauss & Geedey, 2010). The implication for tech-enabled self-assessment to support all learners is the need to raise student awareness of the different resources they can tap to close the identified learning gaps, for example, revising self-study materials, engaging in peer/teacher dialogue to clarify understanding, etc. 3

• Getting students to generate learning material-related questions and respond to one another’s questions are ways of activating students as learning resources for one another (Wiliam & Leahy, 2016). The feature article on the practice in Juying Secondary School provides an illustrative case of peer assessment enabled through the affordances of Flipgrid in the context of blended learning for the teaching of oracy in Ms Lau Jia Yun’s classroom. Click here to view the article and video. • Journals, enabled by technology such as Google documents, can offer a digital learning space for student reflection beyond the limits of physical records. When well-designed, journal prompts and tasks help students reflect on critical learning incidents and/or learning interactions over a given period of time (Thorpe, 2004). Electronic reflective journals, when used in support of AfL, can be used to prompt students to pose questions to elicit teacher feedback on their written work. This can help teachers offer more focused feedback and gain insights on student thinking. The affordances enabled through in-text comments allow students to respond to the teacher’s questions/comments, create a digital space to extend dialogic feedback, and provide a reference for future work. In the study by Bahati et al. (2019) where 109 pre-service teachers were surveyed, the results showed that the online knowledge survey was an e-assessment strategy that the participants were mostly satisfied with in terms of both quality of engagement and quality of feedback. This was followed by electronic reflective journals and online student-generated questions. The study found no relationship between the students’ scores and learner satisfaction with aspects of blended learning, unlike another study (Chitkushev, Vodenska, & Zlateva, 2014). While the link between learner performance and learner satisfaction with the elements of blended learning is not definitive, the affordances of E-Ped to promote greater student agency and ownership of their learning lends weight to the curriculum imperative for using E-Ped to support all learners. Beyond the inclusion of one or more technology-enabled strategies at the substitution or augmentation levels (Puentedura, 2013), technology can be harnessed to modify task design in support of AfL. In a study involving 410 first-year undergraduates in a psychology course, an online cognitive assessment tool (OCAT) was designed to employ different cognitive learning strategies to enable students to experience deep approach learning (DAL) as opposed to adopting a surface-approach to learning (SAL), characterized by rote memorization. The OCAT which takes a multiple-choice format begins with a free recall response where students can type as much information as they want in a dialogue box to enable active retrieval and help them experience “prime associations” (Shaw, MacIsaac, & Singleton- Jackson, 2019, p. 128). The OCAT offers retrieval cues for incorrect responses and second opportunities to answer questions for fewer marks, and ends with explanations for both correct/incorrect responses as immediate feedback. The study found that students regardless of whether they were learning oriented (LO) or grade oriented (GO) had the highest level of engagement with the second opportunity feature, but only students who were high LO were taking advantage of the paired retrieval cues, such as taking time to read a text or review a video, to gain a deeper understanding of the material. This study illustrates the affordances of technology in enabling “repetitive attempts, retrieval cues and immediate feedback” (Shaw et al., 2009, p. 139) in transforming online tasks to support AfL. The implication for E-Ped in supporting all students, regardless of their academic-orientations, is to raise student awareness of the educative potential of the built-in cognitive learning features of online assessments to help them make the transition into deep approach learning. 4

Try this simple OCAT designed using Google Forms. Experience its affordances in supporting AfL through a combination of knowledge survey, retrieval cues, second tries, and immediate feedback. https://forms.gle/2nTdZvwNC3BB1H8i8 In the final example, I want to present a case of how E-Ped transforms/redefines students’ learning experience to enable the development of student voice. The use of audio/video technology to complement written feedback is not new. What is gaining traction is the use of screen-casting technology to record verbal feedback with live annotations on student work which enables teachers to engage students in feedback beyond the limits of in-person interaction. Keen to use screen-casting for tech-enabled feedback? Visit this link for curated how-to tutorials on using Zoom and Google Meet for screen-casting. https://sites.google.com/view/assessment-literacy-for-all/home/AfL/Engaging Minimally, the screen-cast video recording compels students to watch/listen to the feedback. The use of technology-enabled feedback in itself does not guarantee that students will take up the feedback. Opportunities to act on feedback need to be orchestrated by designing follow up actions expected of students, be it in revising their writing or working on a parallel task. Beyond harnessing digital technology to capture feedback, the study by Van der Kleij, Adie, and Cumming (2017) explored the use of video technology in enabling student voice in assessment feedback. Students were involved in video-stimulated recall of feedback conversations they had with their teacher and through viewing videos of their prior feedback interactions with teachers, they were able to self-reflect on their involvement in the feedback process and what they could/should have clarified, raised or discussed in the conversation. The study demonstrated the affordances of technology in elevating the role of students in assessments by encouraging them to make their voices heard, and allowing them to participate in feedback as a dialogic practice as opposed to a teacher monologue. To learn more about adopting a learner-centred AfL process, sign up at https://place.nie.edu.sg for the asynchronous courses on: • ILA0011 Designing Quality Assessment in support ofAfL • ILA0012 Designing Quality Questioning in support of AfL • ILA0013 Designing Quality Feedback in support of AfL Beyond the “How to”, there are issues that are more intractable. Equity concerns argue that whether all students have access to such technology-enabled learning is fundamental (Klenowski, 2015). In the case of HBL in Singapore and elsewhere, “access is a far more complex issue than mere provision of facilities” (Furlong et al., 2000, p. 94). The availability of a computer, reported as a machine-to-student 5

ratio, does not necessarily mean genuine access for all learners. The fact that there is provision for school use does not always mitigate the low access at home (Facer & Furlong, 2001), which is a current issue of concern in uplifting all students. In this respect, the second feature article on school practice offers insights from parent surveys on their perspectives of the challenges and affordances of HBL. From their lived experience during the circuit- breaker, we can draw important implications on orchestrating necessary conditions to better support learning in the home front when in-person interactions in schools are constrained. Click here to read the article. Beyond the practical considerations of HBL, we need to begin dialogue on making E-Ped supported AfL accountable for all learners in our specific contexts. How should we go about “ensuring that intended learning outcomes are achieved by ‸ALL students” (MOE, 2019)? What would E-Ped in support of AfL entail for the least, the last and the lost amongst our learners? We would love to hear your thoughts on E-Ped in supporting all learners. We invite you to join a dialogue session with us and the contributing authors via Zoom on Monday 30 Nov 2020, 3- 4pm. Click here to indicate your interest in joining the dialogue session. https://forms.gle/qr6H3gUBPshxiWfG6 Date: 30 Nov 2020 (Monday) Time: 3 to 4 pm References: Bahati, B., Fors, U., Hansen, P., Nouri, J., & Mukama, E. (2019). Measuring learner satisfaction with formative e-assessment strategies. International Journal of Emerging Technologies in Learning, 14(7), 61–79. DOI 10.3991/ijet.v14i07.9120 Baldiņš, A. (2016). Insights into e-pedagogy concept development. Procedia-Social and Behavioral Sciences, 231, 251-255. Bowers, N., Brandon, M., and Hill, C. D. (2005). The use of a knowledge survey as an indicator of student learning in an introductory biology course. Cell Biology Education, 4, 311-322. Chitkushev, L., Vodenska, I., & Zlateva, T. (2014). Digital learning impact factors: Student satisfaction and performance in online courses. International Journal of Information and Education Technology, 4(4), 356. Clauss, J. & Geedey, K. (2010). Knowledge surveys: Students ability to self-assess. Journal of the Scholarship of Teaching and Learning, 10, 14-24. Facer, K. & Furlong, R. (2001), Beyond the myth of the ‘cyberkid’: Young people at the margins of the information revolution. Journal of Youth Studies, 4(4), 451-69. 6

Furlong, J., Furlong, K., Facer, K., & Sutherland. S. (2000). The national grid for learning: a curriculum without walls? Cambridge Journal of Education. 30(1), 91-110. James, Mary. (2006). Assessment, Teaching and Theories of Learning. 47-60. 10.13140/2.1.5090.8960. Kalantzis, M., & Cope, B. (2020). Introduction: The Digital Learner–Towards a Reflexive Pedagogy. In Handbook of Research on Digital Learning (pp. xviii-xxxi). IGI Global. Klenowski, V. (2015). Fair assessment as social practice. Assessment Matters, 8, 76-93. Leong, W. S., Ismail, H., Tay, H. Y., Tan, K., & Lin, R. (2019). Adopting learner-centred AfL process. [Brochure]. Singapore: Author. Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24. Ministry of Education Singapore. (2020a, August 19). Infosheet on SkillsFuture for Educators (SFED). https://www.moe.gov.sg/docs/default source/document/media/press/2020/infosheet-on-SFEd.pdf Ministry of Education Singapore. (2020b, September 15). Singapore Learning Designers Circle e- Bulletin Term 3/2020. https://drive.google.com/file/d/1HcgA4jvWTf2ZxVwXhtlensM4n4RCdwyc/view Ministry of Education Singapore. (2019, June 20). Assessment concepts in assessment portal. Abstract retrieved from MOE Singapore intranet website OPAL. Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html Shaw, L., MacIsaac, J., & Singleton-Jackson, J. (2019). The efficacy of an online cognitive assessment tool for enhancing and improving student academic outcomes. Online Learning, 23 (2), 124–144. Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective practice, 5(3), 327- 343. Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback: Video, student voice and assessment feedback. British Journal of Educational Technology, 48(5), 1092–1105. https://doi.org/10.1111/bjet.12536 Way, J. (2009). Emerging E-Pedagogy in Australian Primary Schools. In Leo Tan Wee Hin & R. Subramaniam (Ed.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp. 588–606), London: IGI Global. Wiliam, D., & Leahy, S. (2016). Embedding formative assessment. Hawker Brownlow Education. 7

Affordances of Technology in support of AFAL This video presentation by Ms Lau Jia Yun provides an illustrative case of peer assessment enabled through the affordances of Flipgrid in the context of blended learning for the teaching of oracy in Juying Secondary School. In the presentation video, Ms Lau shared her experience in using Flipgrid over a period of three months as an ICT platform to conduct oral practices and feedback. She presented responses from the students from two classes to a survey on how helpful this form of learning was in monitoring their own progress. She reported that their responses could be summed up in terms of 3Cs: Confidence, Comfort, and Convenience. Most of them felt that they became more confident and comfortable because they could practise and work on feedback at their own pace. Also, they felt that it provided a convenient point of reference which they could refer to for revision and preparation for exams. She observed that some students put in more effort to enrich the content of their oral recording, by gathering suggestions from their peers and teacher on the areas of improvement. They were motivated to act on the feedback, follow through with it, and make improvements in the next recording. Insights on Supporting Home-based Learning (HBL) This feature article offers insights from a parent survey conducted by Chua Chu Kang Primary School on their perspectives of the challenges and affordances of HBL. From their lived experience during the circuit-breaker, we can draw important implications on orchestrating necessary conditions to better support HBL. Parents’ Perspectives on the Challenges and Affordances of HBL Challenges experienced by students and parents during Home-Based Learning (HBL) Based on a survey to parents of students in Chua Chu Kang Primary School conducted in April 2020, and conversations with them, it was found that one of the challenges parents faced during HBL was monitoring their own children’s work at home. Some parents felt that it became their sole responsibility to ensure that their children completed their daily work. Coupled with the pressures of working from home, some parents felt overwhelmed by the demands. 8

The transition to HBL changed the nature and frequency of communication between teachers and students. This is especially in a primary school setting where students usually do not own a mobile phone and have to rely on their parents’ devices to communicate with their teachers. This led to less interaction between teachers and students. Another challenge was the shortage of devices in each household. Some parents did not anticipate a need for more than one device. Hence, they found the HBL schedule unmanageable as more than one person in the home needed to use the device simultaneously. For some parents, they felt that the learning content did not keep their children occupied for the entire duration of the schedule. They wanted more challenging assignments to keep their children meaningfully occupied. For others, despite setting aside some time to help their children do their work, they were unable to guide them. They felt that some of the tasks assigned were too challenging for their children. Generally, it was found that lower primary students and others with reading difficulties faced more challenges during HBL. They were not able to understand and follow the tasks given and learning gaps could not be addressed quickly because they had difficulties understanding instructions in the first place. This resulted in a lot of additional support needed for them to learn how to navigate the platform and complete the required tasks. This anxiety coupled with technical issues of the various digital platforms and/or lack of knowledge on how to use the platforms provided, caused a great deal of stress for the parents. As teachers differentiated their activities and chose different platforms for students to submit the work, some students were confused with the different methods of submission. Others, who were unfamiliar with particular digital tools, lost their precious recordings in the process of submission and had to redo their assignments. Good school practices parents appreciated of HBL Education has always been a partnership between school and home. HBL became a platform that further strengthened that partnership. In the survey and interaction, parents generally showed immense appreciation for the teachers during this HBL period. One of the good practices that parents appreciated was the weekly schedule that was sent through Parents Gateway every weekend. This schedule contained information on the work that needed to be completed and the dates of the live lessons. This was a great help as parents were able to better prepare their children for the week and were able to monitor their children’s work. From a school’s perspective, the weekly schedules ensured 9

that there was minimal disruption to student learning at a time when physical classroom interactions were constrained. Parents also appreciated the comprehensive quality lessons and engaging process. They felt that the use of different tools (e.g., videos, games, audios, etc.) allowed a higher level of engagement and made lessons more interactive and fun while ensuring a smooth flow of uninterrupted learning. Parents observed that the teachers were closely monitoring students to ensure the assigned work was completed and to minimize any learning gaps. Parents also began to appreciate the affordances of HBL as it allowed their children to learn at their own pace. Parents realised that their children were exploring different topics with minimal teacher facilitation. They saw their children rise to the occasion, and gradually became more organised, self- motivated, and disciplined. What can schools do to better support students and parents during HBL? From the parent survey, the following conclusions were drawn about how schools could better support students and parents during HBL. Firstly, schools should continue to look into a stronger integration between in-person class lessons and digital learning space and resources. They could have ICT baseline lessons prior to HBL to prepare and familiarise students with the digital platforms and learn to use the devices independently. Secondly, schools could set aside a different weekly schedule of live lessons for different levels so that siblings studying in the same school do not have to use the devices at home simultaneously. Schools could also decide and communicate the optimal number and duration of live lessons students should have in a day. Next, schools could look into the number of platforms used for the lessons and reconsider if numerous platforms are manageable. Should there be a need for a new platform to be used, the platform could be embedded within the main platform, Student Learning Space (SLS), for easier navigation. Another parameter that schools could look into will be the frequency and modes of communication to parents. Schools could give clear deadlines in advance when monitoring the students’ progress. Schools could also look into giving deadlines within a period instead of a point of time so that students can plan their own work schedule. As part of cyber wellness, schools could help students maintain a balanced lifestyle between the physical and cyber world by considering the amount of screen time spent. For example, schools could give hard copy work on some days and online work on others so that students are able to manage their screen time better. Such work should be allowed to be submitted within a reasonable period to allow some flexibility in the way students and parents manage their workload for the day. It will also give time for parents who are working to pace their children’s work. Schools could also look into helping students protect themselves in the digital space. Students should be taught how to be responsible digital learners who demonstrate respect for self and others, and practise safe and responsible use of technology. Schools could also involve parents by encouraging them to reinforce cyber wellness principles at home and building their knowledge through workshops conducted by external professional agencies. Finally, schools could look into the design of HBL lessons to motivate students to pursue their own interests beyond academic subjects. The structure of these lessons could encourage students to be independent and self-directed. Students who are empowered to choose how they want to learn and what they want to learn at their own pace will likely be more engaged and motivated to learn. 10

Noteworthy Assignments Leading assessment feedback practice in schools This wikispace features feedback chapters contributed by participants in the MLS040 elective programme. Organized by subject disciplines, each chapter presents a description of an assessment challenge illustrated by an example of a student task and/or feedback given previously and a discussion on how assessment feedback practice can be improved/enhanced. Click the following link to access the wikispace. https://youneedawiki.com/app/page/1PPRpi04o9ZgafUDNl9pK4qSerTXfu21D2jhsylID8l0?p=13gJE WBUcUDbjEqCQBjk7yb7BhlmKMOh_ Journal articles This video gives a brief intro to student feedback literacy. Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. https://doi.org/10.1080/02602938.2019.1667955 There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information 11

for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards. Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 1-15. https://doi.org/10.1080/13562517.2020.1754784 Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self- assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy. Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1-14. https://doi.org/10.1080/13562517.2020.1782372 Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self- assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy. Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback: Video, student voice and assessment feedback. British Journal of Educational Technology, 48(5), 1092– 1105. https://doi.org/10.1111/bjet.12536 Students’ voices have been remarkably absent in feedback research, yet research shows that the way students engage with feedback significantly impacts on its effect on learning. Feedback research has mainly focused on aspects of the feedback message between a sender and receiver, with little consideration of the positioning of students in this process. This article (a) provides an overview of the 12

literature about feedback in education and the role of the student in these processes and (b) provides findings from a pilot project that explored the use of video technology as a self-reflection tool for six teachers and six students to capture assessment interactions and give students a voice in feedback conversations. The pilot employed iPads to facilitate video-aided self-reflection on feedback practices. The results suggest that not only is video a powerful tool for teacher reflection on their feedback practices, it can also provide better understanding of the student perspective in feedback conversations. Importantly, involving students themselves in video-stimulated recall of feedback conversations has the potential to contribute to students’ self-reflection of their involvement in the feedback process, encouraging them to make their voices heard and participate in feedback as a dialogic practice. Nortvedt, G. A., Wiese, E., Brown, M., Burns, D., McNamara, G., O’Hara, J., Altrichter, H., Fellner, M., Herzog-Punzenberger, B., Nayir, F., & Taneri, P. O. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability, 32, 5-27. https://doi.org/10.1007/s11092-020-09316-w Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom. Hays, J., & Reinders, H. (2020) Sustainable learning and education: A curriculum for the future. International Review of Education, 66, 29– 52. https://doi.org/10.1007/s11159-020-09820-7 This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and methods of learning and teaching. These are designed to instil in people the skills and dispositions to thrive in complicated, challenging and ever-changing circumstances, and contribute to making the world a better place. This article contributes to the literature by (1) elucidating the concept and purpose of SLE; (2) enumerating principles of sustainability that apply in the educational and professional development context; and (3) proposing a curriculum for SLE framed as a university course or professional development programme. The authors emphasise the importance of systems and ecological thinking and the essential role of self-sufficiency as both a means and an end of sustainable learning and education. They conclude with a comment on community: the more fully we accept and appreciate our neighbours, organisations and societies as important, interdependent and deserving of a viable future, and the more we engage with them towards positive ends, the more universally accepted the imperative of sustainability will be, and the more likely we are to attain it. 13

Andrade, H. L. (2019). A critical review of research on student self assessment. Frontiers in Education, 4, 87. https://doi.org/10.3389/feduc.2019.00087 This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others’ assessments, student perceptions of self-assessment, and the association between self- assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self- assessment. Assessment Courses SkillsFuture for Educators (SFEd) - Asynchronous Learning To support the national SFEd initiative on raising assessment literacy in schools, the team has launched a series of 3h workshops which are 100% online to cater to the current need for asynchronous learning. Participants can access the video resources and learn at their own pace. This series of courses is aimed at developing teachers' assessment literacy at the SFEd Proficient Level of Practice in support of the SkillsFuture initiative. ILA0011 - Designing Quality Assessment in support of AfL Efficacious AfL begins with sound assessment design to elicit evidence of student learning ILA0012 - Designing Quality Questioning in support of AfL Efficacious AfL leverages questioning to diagnose and address students’ learning gaps 14

ILA0013 - Designing Quality Feedback in support of AfL Efficacious AfL hinges on feedback to orientate, transform, and advance student learning ILA0003 - SOLO taxonomy to design differentiated learning Designing tiered activities and assessments for different groups of learners in class ICT0339 - Technology-enhanced AfL [TRAISI code: 70493] A primer for educators interested in leveraging technology to enhance student learning. We would like to thank everyone who has contributed to our Assessment Bulletin. The AFAL team welcomes your thoughts and suggestions on how we can continue to support you in your assessment work in school. Please email to [email protected] To access the online version of this bulletin, scan this QR code or go to https://assessmentforall.blogspot.com/ You are receiving this because you were previously subscribed to the NIE/CTL Assessment Bulletin. If you do not wish to receive any more emails from us, unsubscribe here 15