Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research

Abstract

Assessment is crucial to both effective teaching and learning. To provide theoretical foundations and practical suggestions for teachers designing and conducting assessment activities, this study used meta-analysis and quantitative ethnography to show how student’s participation in assessment activities could promote learning. The meta-analysis of 59 papers indicated that the overall effect of students’ participation in assessment activities on learning was significant (d = 0.578), moderated by several factors. Empirical research of three peer assessments of teaching ability with quantitative ethnography demonstrated that such participation could foster the development of students’ cognitive abilities and facilitate the progression from common sense to advanced cognitive abilities. Data analysis revealed that students’ participation in appropriate assessment activities was an effective learning process and could enhance cognitive abilities, which aligned with the concept of “assessment as learning.” These findings provide a basis for teachers to design rich and appropriate assessment activities.