Research Article
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Students Perceptions of Homework as a Formal Assessment Method

Year 2021, Volume: 5 Issue: 10, 55 - 70, 01.10.2021
https://doi.org/10.31458/iejes.801321

Abstract

Whether it is formative or summative, an assessment which is explained in Oxford Advanced Learner’s Dictionary (2015) as “an opinion or judgement about sb/sth that has been thought about” (p.75) plays a significant role in completing the language education process because of its ability to provide feedback. Choosing the right assessment method is crucial for language teachers since most classical assignments create anxiety and make the process problematic for the students. Whether the classical assignments evaluate the students’ knowledge, or they understand that their grammar level for a definite time is another discrepancy to clarify. By taking into consideration those, this qualitative study focuses on the problems of classical exams and tries to reveal how beneficial and desirable can a difficult homework be as a formal assessment method. An unstructured interview form was used to collect data from 40 prep-class students who were selected using a convenience sampling method to understand their perceptions about homework as a formal assessment method. Results showed that although 32 of those students had difficulties while preparing the homework, most of them liked the process as well and think that this kind of homework is more beneficial than classical exams. Moreover, more than half of the participants’ desire to have such homework instead of classical exams despite homework’s difficulties, and they also express that this homework increased their language knowledge.

References

  • Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). Jossey-Bass Pub.
  • Aouine, A., Mahdaoui, L., & Moccozet, L. (2019). A workflow-based solution to support the assessment of collaborative activities in e-learning. The International Journal of Information and Learning Technology, 36 (2), 124-156.
  • Baran, A. (2019). Home improvement. Trend Lines, 44-48.
  • Black, P. J. (2002). Testing: Friend or foe? The theory and practice of assessment and testing. Taylor & Francis e- Library.
  • Boud, D. (2009). How can practice reshape assessment? In G. Joughin (Ed.), Assessment, learning and judgement in higher education (pp. 29-43). Springer Science Business Media B.V.
  • Broadfoot, P. (2003). Performance assessment in perspective: International trends and current English experience. In A. Craft (Ed.), Primary education assessing and planning learning, (pp. 36-65). Taylor& Francis e-Library.
  • Buyukalan, S. F. & Boyacı Altınay, Y. (2018). Views of primary teachers about homework (A qualitative analysis). Journal of Education and Training Studies, 6(9), 152-162.
  • Carless, D. (2017). Scaling up assessment for learning: Progress and prospects. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski, (Eds.), Scaling up assessment for learning in higher education, (pp.3-17). Springer.
  • Clarke, C. & Comber, B. (2020). How homework shapes family literacy practices. The Reading Teacher, 73(5), 563-573. https://doi:10.1002/trtr.1879
  • Cleynena, O., Santa-Mariaa, G., Magdowskib, M. & Thevenina, D. (2020). Peer-Graded individualised student homework in a single-instructor undergraduate engineering course. Research in Learning Technology, 28. http://dx.doi.org/10.25304/rlt.v28.2339
  • Cohen, L., Manion, L, & Morrison, K. (2005). Research methods in education (5th Ed.). Taylor & Francis e- Library.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Curry, K. & Smith, D. (2017). Assessment practices in social studies classrooms: Results from a longitudinal survey. Social Studies Research Practice, 12(2), 168-181.
  • Dornyei, Z. (2007). Research methods in applied linguistics. Unigraf
  • Esteves, T. S., Morais, C., Guedes, A., Pereira, I. B., Riberio, M. M., Soares, F., & Leao, C. P. (2019). Students’ perceptions regarding assessment changes in a fluid mechanics course. Educ. Sci., 9(152), 1-19.
  • Faniran, V. & Ajayi, N. (2016). Students’ perceptions of computer-based assessments: A case of UKZN. In P. Cunningham & M. Cunningham (Eds.), IST-Africa 2016 conference proceedings (pp. 1-9). IIMC International Information Management Corporation.
  • Gipps, C.V. (2003). Beyond testing. Taylor & Francis e- Library.
  • Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Issues in Teachers’ Professional Development, 20(1), 179-195.
  • Guion, L. A. (2002). Triangulation: Establishing the validity of qualitative studies. https://sites.duke.edu/niou/files/2014/07/W13-Guion-2002-Triangulation-Establishing-the-Validity-of-Qualitative-Research.pdf
  • Halpern, D. F. (2004). Outcomes assessment. In D. S. Dunn, C. M. Mehrotra & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 11-26). American Psychology Association.
  • Heinrich, W. F. (2017). Toward ideal enacted mental models of learning outcomes assessment in higher education. Journal of Applied Research in Higher Education, 9(4), 490-508.
  • Jerrima, J., Lopez-Agudob, L. A. & Marcenaro-Gutierrezb, O. D. (2019). The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed-effects approach. British Educational Research Journal, 45(5), 1021-1049.
  • Joughin, G. (2009a). Refocusing assessment. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education (pp. 1-11). Springer Science&Business Media.
  • Joughin, G. (2009b). Assessment, learning and Judgement in Higher Education: A critical review. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education (pp. 13-27). Springer Science&Business Media.
  • Kalpern, D. F. (2004). Outcomes assessment 101. In D. S. Dunn, C. M. Mehrotra, & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 11-26). American Psychology Association.
  • Karabatak, S., Alanoğlu, M. & Karabatak, M. (2020). Effects of homework supported distance education on academic satisfaction, academic achievement, and attitude towards distance education. IEEE.
  • King, N. (2016, April). Case-based exams for learning and assessment experiences in an information system course. Paper presented at IEEE Global Engineering Education Conference (EDUCAON), Abu Dhabi.
  • Knight, P. T. & Yorke, M. (2003). Assessment, learning and employability. Open University Press McGraw Hill Education.
  • Martin, I. A. (2020). Pronunciation can be acquired outside the classroom: Design and assessment of homework-based training. The Modern Language Journal, 104(2), 457-479.
  • McPhee, I. & D’Esposito, M. E. W. (2018). Student assessment in higher education: Embargo or empowerment? Journal of Applied Research in Higher Education, 10(2), 155-169.
  • Mislevy, R. J. & Knowles, K. T. (2002). Performance assessment for adult education. National Academy Press.
  • Morrison, K. (2003). International developments in assessment. In A. Craft (Ed.), Primary education assessing and planning learning (pp. 187-200). Taylor & Francis e-Library.
  • Mustafa, F., Assiry, S. N., Bustari, A. & Nuryasmin, R. A. (2019). The role of vocabulary e-learning: Comparing the effect of reading skills training with and without vocabulary homework. Teaching English with Technology, 19(2), 21-43.
  • Nation, I.S.P. & Macalister, J. (2009). Language curriculum design. Taylor & Francis e-library.
  • Norton, L. (2007). Using assessment to promote quality learning in higher education. In A. Campbell & L. Norton (Eds.), Learning, teaching and assessing in Higher Education: Developing reflective practice (pp. 92-101). Cromwell Press.
  • Odendahl, N. V. (2011). Test wise understanding educational assessment (vol 1). Rowman & Littlefield Education.
  • Osborne, R. E. & Wagor, W. F. (2004). Course Assessment: Developing and assessing assessable objectives by using an integrative assessment model. In D. S. Dunn, C. M. Mehrotra & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 125-140). American Psychological Association.
  • Oxford Dictionary (2015). Oxford advanced learner’s dictionary international student’s edition (9th Edition). Oxford.
  • Özenç, M. (2020). What do the primary school teachers think about homework? A phenomenological study. International Online Journal of Education and Teaching (IOJET), 8(1), 381-400.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). Sage
  • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. National Academy Press.
  • Piroozmanesh, A. & Imanipour, M. (2018). The effect of formative evaluation on test anxiety of nursing students. Journal of Medical Education Development, 10(28), 24-34.
  • Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Malau-Aduli, B. (2020). Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), 109-124.
  • Putranta, H. & Jumadi. (2019). Physics teacher efforts of Islamic High School in Yogyakarta to minimise students’ anxiety when facing the assessment of physics learning outcomes. Journal for Education of Gifted Young Scientists, 7(2), 119-136.
  • Renzella, J. & Cain, A. (2017, December). Supporting better formative feedback in task-oriented portfolio assessment. Paper presented at the IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), The Education University of Hong Kong.
  • Riordan, T. & Loacker, G. (2009). Collaborative and systemic assessment of student learning: From principles to practice. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education, (pp. 175-192). Springer Science&Business Media
  • Sambell, K., Brown, S., & Graham, L. (2017). Professionalism in practice. Palgrave Macmillan.
  • Seliger, H. W. & Shohamy, E. (1989). Second language research methods. Hope Services Ltd.
  • Strijbos, J. W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactıons on Learning Technologies, 4(1), 59-73. https://doi.org/10.15446/profile.v20n1.62089
  • Swain, K. & Pendergast, D. (2018). Student voice: Student feelings as they journey through National Assessment. Australian Journal of Education, 62(2), 108-134.
  • Wilks, S. (2005). Testing everyone?. In S. Wilks (Ed.), Designing a thinking curriculum (Revised Ed.), (pp. 55-64). Acer Press.
  • Wyatt-Smith, C. & Cumming, J. J. (2009). Educational assessment in the 21st century. Springer Science Business Media B. V.
  • Vatterott, C. (2018). Rethinking homework: Best practices that supports diverse needs (2nd edition). ASCD.
  • Yavich, R. & Davidovitch, N. (2020). Homework: At home or at school?-Attitudes of teachers, parents and the general public: A case study. International Education Studies, 13(6), 170-179.

Students Perceptions of Homework as a Formal Assessment Method

Year 2021, Volume: 5 Issue: 10, 55 - 70, 01.10.2021
https://doi.org/10.31458/iejes.801321

Abstract

Whether it is formative or summative, an assessment which is explained in Oxford Advanced Learner’s Dictionary (2015) as “an opinion or judgement about sb/sth that has been thought about” (p.75) plays a significant role in completing the language education process because of its ability to provide feedback. Choosing the right assessment method is crucial for language teachers since most classical assignments create anxiety and make the process problematic for the students. Whether the classical assignments evaluate the students’ knowledge, or they understand that their grammar level for a definite time is another discrepancy to clarify. By taking into consideration those, this qualitative study focuses on the problems of classical exams and tries to reveal how beneficial and desirable can a difficult homework be as a formal assessment method. An unstructured interview form was used to collect data from 40 prep-class students who were selected using a convenience sampling method to understand their perceptions about homework as a formal assessment method. Results showed that although 32 of those students had difficulties while preparing the homework, most of them liked the process as well and think that this kind of homework is more beneficial than classical exams. Moreover, more than half of the participants’ desire to have such homework instead of classical exams despite homework’s difficulties, and they also express that this homework increased their language knowledge.

References

  • Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). Jossey-Bass Pub.
  • Aouine, A., Mahdaoui, L., & Moccozet, L. (2019). A workflow-based solution to support the assessment of collaborative activities in e-learning. The International Journal of Information and Learning Technology, 36 (2), 124-156.
  • Baran, A. (2019). Home improvement. Trend Lines, 44-48.
  • Black, P. J. (2002). Testing: Friend or foe? The theory and practice of assessment and testing. Taylor & Francis e- Library.
  • Boud, D. (2009). How can practice reshape assessment? In G. Joughin (Ed.), Assessment, learning and judgement in higher education (pp. 29-43). Springer Science Business Media B.V.
  • Broadfoot, P. (2003). Performance assessment in perspective: International trends and current English experience. In A. Craft (Ed.), Primary education assessing and planning learning, (pp. 36-65). Taylor& Francis e-Library.
  • Buyukalan, S. F. & Boyacı Altınay, Y. (2018). Views of primary teachers about homework (A qualitative analysis). Journal of Education and Training Studies, 6(9), 152-162.
  • Carless, D. (2017). Scaling up assessment for learning: Progress and prospects. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski, (Eds.), Scaling up assessment for learning in higher education, (pp.3-17). Springer.
  • Clarke, C. & Comber, B. (2020). How homework shapes family literacy practices. The Reading Teacher, 73(5), 563-573. https://doi:10.1002/trtr.1879
  • Cleynena, O., Santa-Mariaa, G., Magdowskib, M. & Thevenina, D. (2020). Peer-Graded individualised student homework in a single-instructor undergraduate engineering course. Research in Learning Technology, 28. http://dx.doi.org/10.25304/rlt.v28.2339
  • Cohen, L., Manion, L, & Morrison, K. (2005). Research methods in education (5th Ed.). Taylor & Francis e- Library.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Curry, K. & Smith, D. (2017). Assessment practices in social studies classrooms: Results from a longitudinal survey. Social Studies Research Practice, 12(2), 168-181.
  • Dornyei, Z. (2007). Research methods in applied linguistics. Unigraf
  • Esteves, T. S., Morais, C., Guedes, A., Pereira, I. B., Riberio, M. M., Soares, F., & Leao, C. P. (2019). Students’ perceptions regarding assessment changes in a fluid mechanics course. Educ. Sci., 9(152), 1-19.
  • Faniran, V. & Ajayi, N. (2016). Students’ perceptions of computer-based assessments: A case of UKZN. In P. Cunningham & M. Cunningham (Eds.), IST-Africa 2016 conference proceedings (pp. 1-9). IIMC International Information Management Corporation.
  • Gipps, C.V. (2003). Beyond testing. Taylor & Francis e- Library.
  • Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Issues in Teachers’ Professional Development, 20(1), 179-195.
  • Guion, L. A. (2002). Triangulation: Establishing the validity of qualitative studies. https://sites.duke.edu/niou/files/2014/07/W13-Guion-2002-Triangulation-Establishing-the-Validity-of-Qualitative-Research.pdf
  • Halpern, D. F. (2004). Outcomes assessment. In D. S. Dunn, C. M. Mehrotra & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 11-26). American Psychology Association.
  • Heinrich, W. F. (2017). Toward ideal enacted mental models of learning outcomes assessment in higher education. Journal of Applied Research in Higher Education, 9(4), 490-508.
  • Jerrima, J., Lopez-Agudob, L. A. & Marcenaro-Gutierrezb, O. D. (2019). The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed-effects approach. British Educational Research Journal, 45(5), 1021-1049.
  • Joughin, G. (2009a). Refocusing assessment. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education (pp. 1-11). Springer Science&Business Media.
  • Joughin, G. (2009b). Assessment, learning and Judgement in Higher Education: A critical review. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education (pp. 13-27). Springer Science&Business Media.
  • Kalpern, D. F. (2004). Outcomes assessment 101. In D. S. Dunn, C. M. Mehrotra, & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 11-26). American Psychology Association.
  • Karabatak, S., Alanoğlu, M. & Karabatak, M. (2020). Effects of homework supported distance education on academic satisfaction, academic achievement, and attitude towards distance education. IEEE.
  • King, N. (2016, April). Case-based exams for learning and assessment experiences in an information system course. Paper presented at IEEE Global Engineering Education Conference (EDUCAON), Abu Dhabi.
  • Knight, P. T. & Yorke, M. (2003). Assessment, learning and employability. Open University Press McGraw Hill Education.
  • Martin, I. A. (2020). Pronunciation can be acquired outside the classroom: Design and assessment of homework-based training. The Modern Language Journal, 104(2), 457-479.
  • McPhee, I. & D’Esposito, M. E. W. (2018). Student assessment in higher education: Embargo or empowerment? Journal of Applied Research in Higher Education, 10(2), 155-169.
  • Mislevy, R. J. & Knowles, K. T. (2002). Performance assessment for adult education. National Academy Press.
  • Morrison, K. (2003). International developments in assessment. In A. Craft (Ed.), Primary education assessing and planning learning (pp. 187-200). Taylor & Francis e-Library.
  • Mustafa, F., Assiry, S. N., Bustari, A. & Nuryasmin, R. A. (2019). The role of vocabulary e-learning: Comparing the effect of reading skills training with and without vocabulary homework. Teaching English with Technology, 19(2), 21-43.
  • Nation, I.S.P. & Macalister, J. (2009). Language curriculum design. Taylor & Francis e-library.
  • Norton, L. (2007). Using assessment to promote quality learning in higher education. In A. Campbell & L. Norton (Eds.), Learning, teaching and assessing in Higher Education: Developing reflective practice (pp. 92-101). Cromwell Press.
  • Odendahl, N. V. (2011). Test wise understanding educational assessment (vol 1). Rowman & Littlefield Education.
  • Osborne, R. E. & Wagor, W. F. (2004). Course Assessment: Developing and assessing assessable objectives by using an integrative assessment model. In D. S. Dunn, C. M. Mehrotra & J. S. Halonen (Eds.), Measuring up educational assessment challenges and practices for psychology (pp. 125-140). American Psychological Association.
  • Oxford Dictionary (2015). Oxford advanced learner’s dictionary international student’s edition (9th Edition). Oxford.
  • Özenç, M. (2020). What do the primary school teachers think about homework? A phenomenological study. International Online Journal of Education and Teaching (IOJET), 8(1), 381-400.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). Sage
  • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. National Academy Press.
  • Piroozmanesh, A. & Imanipour, M. (2018). The effect of formative evaluation on test anxiety of nursing students. Journal of Medical Education Development, 10(28), 24-34.
  • Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Malau-Aduli, B. (2020). Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), 109-124.
  • Putranta, H. & Jumadi. (2019). Physics teacher efforts of Islamic High School in Yogyakarta to minimise students’ anxiety when facing the assessment of physics learning outcomes. Journal for Education of Gifted Young Scientists, 7(2), 119-136.
  • Renzella, J. & Cain, A. (2017, December). Supporting better formative feedback in task-oriented portfolio assessment. Paper presented at the IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), The Education University of Hong Kong.
  • Riordan, T. & Loacker, G. (2009). Collaborative and systemic assessment of student learning: From principles to practice. In G. Joughin (Ed.), Assessment, learning and judgement in Higher Education, (pp. 175-192). Springer Science&Business Media
  • Sambell, K., Brown, S., & Graham, L. (2017). Professionalism in practice. Palgrave Macmillan.
  • Seliger, H. W. & Shohamy, E. (1989). Second language research methods. Hope Services Ltd.
  • Strijbos, J. W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactıons on Learning Technologies, 4(1), 59-73. https://doi.org/10.15446/profile.v20n1.62089
  • Swain, K. & Pendergast, D. (2018). Student voice: Student feelings as they journey through National Assessment. Australian Journal of Education, 62(2), 108-134.
  • Wilks, S. (2005). Testing everyone?. In S. Wilks (Ed.), Designing a thinking curriculum (Revised Ed.), (pp. 55-64). Acer Press.
  • Wyatt-Smith, C. & Cumming, J. J. (2009). Educational assessment in the 21st century. Springer Science Business Media B. V.
  • Vatterott, C. (2018). Rethinking homework: Best practices that supports diverse needs (2nd edition). ASCD.
  • Yavich, R. & Davidovitch, N. (2020). Homework: At home or at school?-Attitudes of teachers, parents and the general public: A case study. International Education Studies, 13(6), 170-179.
There are 54 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Volkan Mutlu 0000-0001-9674-2110

Publication Date October 1, 2021
Submission Date September 28, 2020
Published in Issue Year 2021 Volume: 5 Issue: 10

Cite

APA Mutlu, V. (2021). Students Perceptions of Homework as a Formal Assessment Method. International E-Journal of Educational Studies, 5(10), 55-70. https://doi.org/10.31458/iejes.801321

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