8.4. Reasons for assessing the learning outcomes

Although not everything needs to be measured, it is quite significant to enhance measurement and assessment of student-centred learning outcomes. In this topic, we will argue the main purposes of measuring FL learning outcomes, and present strategies and techniques for measurement and assessment that FL teachers and educators may find useful when designing ways of assessing outcomes of teaching your learners.

8.4.1.   Main purposes for assessing learning outcomes 

To practically approach assessment and data collection linked to it, and therefore answer to why they are important, we will initiate a discussion regarding three main purposes to this end.

1^st purpose: Influence and Further Develop Teaching and Learning

Data deriving from measured learning outcomes can be used by learners for acquiring a clear picture of where they stand, and by their educators to design or redesign their teaching to positively affect learning. This practice could identify specific areas in which learners underachieve, and lead to remedial teaching plans, or offer insight about groups of learners, regarding their overall performance, and where needs arise for groups’ teaching adjustments. Furthermore, the collected information from measuring the learning outcomes could offer meaningful assistance to learners, in monitoring and controlling their learning procedures, celebrating their advancements and achievements, and aiming directly towards their goals and aspirations. Finally, for FL educators, individually or collectively, this can provide them with prompts and guidance as to which courses and techniques reach their aims, for which sort of learners, when, or in what context and whether changes are imperative.

2^nd purpose: Evaluate Teaching Strategies & Techniques

Educators, that conduct research, arrive to conclusions through investigation and analysis of the data collected and can utilise them to evaluate, shape and reshape practices at a large scale. This investigation focuses on better and wider understanding of what teaching models, strategies and techniques are most efficient and under what specific conditions. This second purpose is considered (Esdal L., Education Evolving Report, 2018), more advanced in terms of measuring student-centered learning outcomes.

3^rd purpose: Ensuring transparency and accountability 

Whether FL teaching is provided through private or public channels, all stakeholders involved (e.g., learners, families, communities, private and public policymakers etc.) appreciate (Esdal L., Education Evolving Report, 2018) using data and evidence to help them realise how learners and their teachers perform. Learners can exploit evidence to select suitable teachers, teachers can improve practices and sustain successful ones, policymakers can fulfil gaps or further support learning practices, intervene where necessary, etc.

To further enhance the argument above, we suggest that these purposes should be considered through the lenses of clarity and objectivity. Assessment of learning outcomes is purposeful, and it can play a significant role in producing clear, comparable results across different learners and teachers. Notwithstanding that it is not the absolute medium, measurement of learning outcomes can empower working our way out of bias and stepping in a more inclusive era for all learners.

8.4.2.   Assessment strategies and techniques 

In this section, reference is made to six (6) assessment and measurement strategies and techniques applied, supporting the previously mentioned purposes for student-centered learning outcomes (Esdal L., Education Evolving Report, 2018).

• Achievement tests. This is a traditional technique for assessing learning outcomes in learners. They usually are in multiple -choice or true/false format. Tests that are in a more complicated format fall under another category presented below (performance assessments).
• Embedded assessments. This type involves collecting data and evidence during learners’ engagement into learning activities. For example, a learner who plays an online computer game for practicing a language skill produces evidence on concepts they do and do not understand; presenting a situation coming from the near future, “researchers are developing facial expression recognition technology to monitor a student as they participate in a virtual reality world in order to assess their curiosity.” (Esdal L., Education Evolving Report, 2018). Since FL teaching is increasingly assisted by technology, data that could be examined as embedded assessments, without the learners’ awareness, is accumulating rapidly.
• Performance assessments. This type asks learners to tangle with a complicate problem or case, present their work or generate a tangible final solution. The evaluation is made against a rubric, a model standard of work, or both. The final assessment here, is made on various aspects of performance. The overview evaluator, in this case, can trace evidence e.g., of writing skills, creativity or ability to engage into teamwork. Although this type of assessment is not a recent one, current breakthroughs in technology and psychometric practice have increased its practicability, dependability, and effectiveness.
• Work sampling assessments. They evaluate learner performance by a sample of their work, which is selected by the learner, by the teacher, or by random selection. Evaluators employ techniques like those used for performance assessments—such as rubrics and/or model samples of work. The person evaluating may be the learner’s teacher, or an appointed supervisor.
• Field observations. This type of assessment involves educators being present and observe while the learners are being taught. It is a technique used for a long time in early childhood education. In the case of adult learners, educators might prefer to observe and record perceptions, e.g., how engaged or within the task learners are. Teachers, employing field observations, record behavioural indications in reference to a rubric.
• Surveys. This type of assessment is used to measure learners’ feelings and emotions (i.e., whether they feel respected, supported, safe, within the educational environment, etc.) or how they, themselves, realise their abilities (i.e., soft skills, language skills, mindsets, etc.).  Sometimes, a survey may be conducted to groups of learners and their teachers, giving them a similar set of questions, to get both sides’ perspectives on what is being measured. Offering an example: a matching survey that measures the Social-Emotional Competencies described in topic 9.1.1, might ask a learner to report about themselves, on their perceived level of mastery of a competency, and at the same time, ask their teacher to comment on perceptions of that same learner.