Self-directed Learning Oriented Assessments in the Asia-Pacific

1. Front Matter

   Pages i-xxi

   PDF

2. Theory of Self-Directed Learning Oriented Assessment

   1. Front Matter

      Pages 1-1

      PDF

3. 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

      • Magdalena Mo Ching Mok

      Pages 3-22

   2. Assessment, Standards-Referencing and Standard Setting

      • Jim Tognolini, Michelle Davidson

      Pages 23-41

   3. Rapid Dynamic Assessment for Learning

      • Slava Kalyuga

      Pages 43-60

   4. Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory

      • Hye-Jeong Choi, André A. Rupp, Min Pan

      Pages 61-85

   5. Application of the DINA Model Framework to Enhance Assessment and Learning

      • Jimmy de la Torre

      Pages 87-103

   6. Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment

      • William John Boone, John R. Staver, Melissa Seward Yale

      Pages 105-121

   7. Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation

      • Lorna Earl, Steven Katz

      Pages 123-137

   8. Metacognitive Self-Confidence in School-Aged Children

      • Sabina Kleitman, Lazar Stankov, Carl Martin Allwood, Sarah Young, Karina Kar Lee Mak

      Pages 139-153

4. Tools for Implementing Self-Directed Learning Oriented Assessment

   1. Front Matter

      Pages 155-155

      PDF

5. Tools for Implementing Self Directed Learning Oriented Assessment

   1. Using Item Response Theory as a Tool in Educational Measurement

      • Margaret Wu

      Pages 157-185

   2. A Concurrent-Separate Approach to Vertical Scaling

      • Zi Yan, Doris Ching Heung Lau, Magdalena Mo Ching Mok

      Pages 187-201

   3. Student-Problem Chart: An Essential Tool for SLOA

      • Magdalena Mo Ching Mok, Sze Ming Lam, Ming-Yan Ngan, Jing Jing Yao, Michael Ying Wah Wong, Jacob Kun Xu et al.

      Pages 203-221

   4. Using User-Defined Fit Statistic to Analyze Two-Tier Items in Mathematics

      • Hak Ping Tam, Margaret Wu, Doris Ching Heung Lau, Magdalena Mo Ching Mok

      Pages 223-233

   5. Dynamic Assessment of Learning Potential

      • David Tzuriel

      Pages 235-255

   6. Exploiting Computerized Adaptive Testing for Self-Directed Learning

      • Chia-Ling Hsu, Yue Zhao, Wen-Chung Wang

      Pages 257-280

6. Case Studies of Self-Directed Learning Oriented Assessment in the Region

   1. Front Matter

      Pages 281-281

      PDF

7. Case Studies of Self Directed Learning Oriented Assessment in the Region

   1. Learning Assessment Reform in Thailand

      • Somwung Pitiyanuwat, Tan Pitiyanuwat

      Pages 283-296

   2. Concerns of Student Teachers: Identifying Emerging Themes Through Self-Assessment

      • Pauline Swee Choo Goh, Bobbie Matthews

      Pages 297-310

The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.

SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.

• ARC
• Assessment
• Assessment Reform
• Assessment Research Centre
• Cognitive Diagnostic Assessment
• Constructivist Paradigm of Learning
• Diagnostic Assessment
• Diagnostic Assessment Technology
• Formative Assessment
• Implementation of SLOA
• Learning and Assessment
• Peer Assessment
• SLOA
• Self Assessment
• Self-directed Learning Oriented Assessment
• Summative Assessment
• Vertical Ability Scales
• learning and instruction

“This book examines the various ways that assessment has been reformulated in countries in the region, with the goal to enhance self-directed learning of students. … this book provides a variety of up-to-date developments in assessment in the Asia-Pacific region. … It is certainly a key reading for educational researchers, policy makers, and practitioners who are enthusiastic about enhancing students’ self-directed learning through reforming assessment.” (Wenshu Luo, Asia Pacific Journal of Education, Vol. 37 (2), April, 2017)

• , Dep. of Int'l Ed. & Lifelong Learning, Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong SAR

  Magdalena Mo Ching Mok

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