EDUP 3153 TASK 2

Values and attitudes can be developed through Classroom Assessment (PBD) 1.0 INTRODUCTION Echoing Dr. T. Vanitha's statement, "Humanising assessment involves nurturing values and attitudes through classroom-based assessments," (New Straits Times, September 8, 2023) this essay explores how alternative assessment strategies employed by Malaysian primary school teachers contribute to holistic student development. By combining educational theories with practical examples, we unveil the multifaceted benefits of these assessments in fostering essential skills, mindsets, and character traits beyond academics. 2.0 ALTERNATIVE ASSESSMENT Alternative assessment which involves contextualised tasks eliciting creative responses, focusing on the learning process through ongoing, interactive activities that nurture intrinsic motivation by aligning with students' interests and presenting authentic, meaningful challenges (Phongsirikul, 2018). 2.1 STRATEGY: GROUP ASSESSMENT The group assessment strategy under alternative assessment offers several advantages, as highlighted by research from Lam (2008). It helps students gain experience working in teams, a valuable skill for their future endeavours. Students can learn to collaborate, work with one another, and learn from each other. Additionally, group-based assessments provide a more enjoyable and effective learning environment for students. To gain practical insights, an interview was conducted with Z. Alias, an experienced primary school teacher from Terengganu. Z. Alias frequently implements group assessments in her classroom through activities like group discussions (brainstorming) or assigning group tasks with specific roles for each member (personal communication, 2024). Z. Alias highlighted the crucial role group assessments play in developing students' values and attitudes. These assessments foster communication among group members, compelling weaker students to actively contribute instead of passively waiting for answers. Moreover, group assessments encourage students with low confidence to gradually engage with their peers in their assigned groups. Remarkably, students with excellent abilities do not dominate or dictate tasks; instead, they assist and support their weaker peers, enabling active participation from all members. This assessment method aligns with the national philosophy of education outlined by the Ministry of Education Malaysia (2024), which aims to "... produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible

and capable of achieving high levels of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society, and the nation at large.” Group assessments enable students to experience the invaluable lessons of teamwork, where each individual bears unique responsibilities that collectively contribute to the group's achievement. Students can engage in the reciprocal exchange of knowledge, fostering an enriching culture of shared learning – a characteristic profoundly echoed in the national philosophy of education. Lev Vygotsky's Sociocultural Theory provides a theoretical foundation for understanding the benefits of group assessments. This theory emphasises the role of social interaction and cultural contexts in cognitive development. According to Vygotsky, learning and development occur through social interactions, where individuals internalise knowledge and skills through their interactions with more knowledgeable others, such as peers, teachers, or experts. This concept is known as the "zone of proximal development" (ZPD) (Scott & Palincsar, 2011). In the context of group assessments, Vygotsky's theory suggests that individuals can learn and develop new skills and knowledge through collaborative activities and interactions within the group. Group assessments often involve tasks or problems that require collective effort, discussion, and problem-solving. Through these social interactions, group members can scaffold each other's learning, share their perspectives, and co-construct knowledge. Additionally, group assessments can provide opportunities for individuals to observe and learn from their peers, who may have different levels of expertise or perspectives on the task at hand. This peer-to-peer learning aligns with Vygotsky's concept of the "more knowledgeable other," where individuals can learn from those who have a more advanced understanding or skill set. 2.2 STRATEGY: ORAL PRESENTATION Oral presentation is another strategy utilised by teachers under alternative assessment. According to research by Le Hoai (2021), most teachers who teach speaking for EFL learners use oral presentations as an oral assessment, defined by Joughin as "any assessment of learning which is conducted by the spoken word" (p.1), to assess students' speaking ability. To gain insights into the practical application of oral presentations, an interview was conducted with S. Abu Bakar, a teacher at SK Pusat Chabang Tiga. S. Abu Bakar explained that oral presentations are conducted by asking students to present their group's written work to the classroom (personal communication, 2024). He highlighted that the slogan "ABC: Anak Baik Lagi Cerdik" (Children who are good and smart) can be adapted into the classroom through oral presentations. Pupils learn to work together, behave properly without selfishness, and seamlessly support each other in completing the activities. S. Abu Bakar also mentioned that students learn to be mindful of others, and working together can foster rapport among peers while finishing the task, fostering skills and mindsets that contribute to students' holistic development beyond academic achievement. The Education Ministry's focus on KARAMAH Insaniah, or human dignity, aligns with these practices. By emphasising soft skills to inculcate good manners, good morals, and

integrity among students, the ministry aspires to produce "Anak yang Baik Lagi Cerdik (ABC)" (children who are good and smart), as stated by its minister, Fadhlina Sidek. Fostering positive values, attitudes, and behaviours is crucial for building the good character of holistic students in transforming the education sector (TheStar, 2023). Through oral presentations, students not only develop their speaking abilities but also cultivate essential values, attitudes, and behaviours that contribute to their holistic development. These include teamwork, consideration for others, rapport-building, and the embodiment of the "ABC" principle. By aligning with the ministry's emphasis on human dignity and character-building, oral presentations serve as a valuable alternative assessment strategy in nurturing well-rounded individuals prepared for academic and personal success. 2.3 STRATEGY: PEER ASSESSMENT Another strategy under alternative assessment is peer assessment. According to research by Mansory (2020), peer assessment is "an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners." In the peer assessment process, students "engage with criteria and standards," enabling them to make judgments about their peers' work, whether in pairs or groups. To gain practical insights, an interview was conducted via Google Form with F. N. Zaaba, a practicum teacher from SK Putrajaya Presint 11(3). F. N. Zaaba integrated peer assessment for writing activities in her class (personal communication, 2024). She explained that assessments involving group work or peer review foster values such as cooperation and collaboration. Pupils learn to communicate effectively and contribute to each other's learning, helping develop their values and attitudes. Piaget's Theory of Cognitive Development can be related to peer assessment, particularly in terms of how peer interactions and discussions can promote cognitive growth and the construction of knowledge. According to Piaget's theory, children progress through four distinct stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop unique ways of understanding and interacting with their environment (Sanghvi, 2020). Piaget's theory highlights how peer assessment promotes cognitive development through social interactions that create cognitive conflicts, encouraging equilibration by modifying existing schemas or constructing new ones. It fosters perspective-taking, decentration, and abstract reasoning. Peer scaffolding, aligned with Vygotsky's Zone of Proximal Development (ZPD) concept, enables students to achieve higher levels of understanding through guidance from more knowledgeable peers.

In summary, peer assessment is an engaging alternative assessment strategy that promotes learning, collaboration, and the development of essential values, attitudes, and skills. It aligns with theoretical frameworks like Piaget's Theory of Cognitive Development, highlighting its potential to foster cognitive growth, perspective-taking, and higher levels of understanding through peer interactions and scaffolding. 3.0 CONCLUSION Alternative assessment strategies like group assessments, oral presentations, and peer assessments foster holistic student development by nurturing teamwork, communication, perspective-taking, and higher-order thinking, aligning with Malaysia's vision of humanising assessments and developing knowledgeable, ethical, and socially responsible citizens.

Alternative assessment is based on daily classroom activities, providing a menu of possibilities from various sources, multicultural sensitive, and assesses higher-order thinking skills (Faris et al., 2020). Prioritize monitoring student growth and performance longitudinally, allowing learners to demonstrate evolving comprehension over time in diverse, authentic situations that mirror real-world applications, fostering transferable skills and a deeper understanding of concepts in practice (Faris et al., 2020). SimilWhile traditionalassessments differ in tcan offer valuable instrengths and weakeducators with cruinstructional strategiefor targeted support oused in conjunctionmethods can providunderstanding of stprogress, combinbenchmarks with authof knowledge applicatiAlternative Assessment Alternative assessments involve contextualized tasks eliciting creative responses, focusing on the learning process through ongoing, interactive activities that nurture intrinsic motivation by aligning with students' interests and presenting authentic, meaningful challenges (Phongsirikul, 2018). Performance and portfolio assessments are key approaches in alternative assessments, emphasizing real-world contexts and tasks, higher-level thinking, and human judgment in scoring (Phongsirikul, 2018). The aim of assessmetraditional or alternativevaluate students auttraditional assessments their limited scope in teoften relying on decontexto capture real-world lanalternative assessmenauthenticity, have beepotential inclusion of irrenot accurately assess tobjectives or languag(Phongsirik

Traditional assessment is standardized, one-shot, speedbased, norm-referenced, indirect, and focuses on lower-order thinking skills like memorization and recall (Faris et al., 2020). Require students to merely display predetermined knowledge in a prescribed manner, without allowing for exploration, creativity , or personalized expression of their understanding (Faris et al., 2020). These assessments are rigidly structured, expecting learners to regurgitate specific information or perform narrow tasks in accordance with predefined rubrics and scoring criteria. larity l and alternative their approaches, both sights into students' knesses, providing cial data to inform es and identify areas or enrichment. When n, these assessment de a comprehensive tudent learning and ning standardized hentic demonstrations ion (Faris et al., 2020). Traditional Assessment Traditional assessment comprise decontextualized items that are isolated from real-world contexts, focusing solely on discrete answers without room for nuance or depth. It employ summative evaluation methods that measure students' noninteractive performance at a single point in time, failing to account for the learning process. By emphasizing rote memorization and regurgitation of information, this assessment foster an extrinsic motivation driven by external rewards or pressures (Phongsirikul, 2018). Exemplifying the restrictive nature of traditional assessments are formats such as true-false, matching, and multiple-choice questions (Phongsirikul, 2018). These assessment methods confine students to a narrow set of predetermined response options, stifling their ability to engage in critical thinking, analysis, and original thought processes. nt methods, whether ve, is to motivate and thentically. However, have faced criticism for esting language skills, xtualized items that fail nguage use. Conversely, nts, while striving for en scrutinized for the elevant content that may the intended learning ge proficiency levels kul, 2018).

References Abu Bakar, S. (2024). Values and attitudes can be developed through Classroom Assessment (PBD). [Personal communication]. Alias, Z. (2024). Values and attitudes can be developed through Classroom Assessment (PBD). [Personal communication]. Faris, A., Te', K., & Al-Atabi, I. (2020). Assessing Iraqi EFL Teachers’ Alert and Practice of Traditional and Alternative Assessments. Kementerian Pendidikan Malaysia. (2024). Falsafah Pendidikan Kebangsaan. Moe.gov.my. https://www.moe.gov.my/index.php/falsafah-pendidikan-kebangsaan Lam, T. Y. M. (2008). A Group-based Multiple Assessment Strategy for Construction-related Subjects. Journal for Education in the Built Environment, 3(2), 46–62. https://doi.org/10.11120/jebe.2008.03020046 Le Hoai, V. (2021). Using Group Oral Presentations as a Formative Assessment in Teaching English for Vietnamese EFL Students. Mansory, M. (2020). The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature. International Journal of Linguistics, 12(5), 210. https://doi.org/10.5296/ijl.v12i5.17782 Nasri, N., Roslan, S. N., Sekuan, M. I., Bakar, K. A., & Puteh, S. N. (2010). Teachers’ Perception on Alternative Assessment. Procedia - Social and Behavioral Sciences, 7, 37–42. https://doi.org/10.1016/j.sbspro.2010.10.006 Phongsirikul, M. (2018). Traditional and Alternative Assessments in ELT: Students’ and Teachers’ Perceptions. REFLections, 25(1), 61–84. https://doi.org/10.61508/refl.v25i1.136267

Sanghvi, P. (2020). Piaget’s Theory of Cognitive development: a Review. Indian Journal of Mental Health, 7(2), 90–96. https://doi.org/10.30877/ijmh.7.2.2020.90-96 Scott, S., & Palincsar, A. (2011). Sociocultural Theory. TheStar. (2023, February 5). Striving for “ABC” students. The Star. https://www.thestar.com.my/news/education/2023/02/05/striving-for-abc-students Zaaba, F. N. (2024). Values and attitudes can be developed through Classroom Assessment (PBD). [Personal communication].

APPENDICES

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 1/16 Email * [email protected] ZUHAIRAH BINTI ALIAS Values and attitudes can be developed through Classroom Assessment (PBD). According to ELTC Assessment and Evaluation Department head Dr. T. Vanitha, "humanizing assessment is looking at values and attitudes, which can be developed classroom-based assessment." (New Straits Times, September 8, 2023). Assalamualaikum and a very good morning to Tuan/Puan/Encik/Cik. We invited you to fill in this Google Form in helping us to collect data on the used of alternative assessment in developing pupils holistically. This google form is created to collect data for an assignment of EDUP3153 Assessment in Education. The data collected from the survey will be used solely for academic and research purposes, and stringent measures will be in place to ensure secure storage of the information. Your contribution to this research is invaluable, and we genuinely appreciate your time and effort in participating. Thank you for considering our invitation. Your cooperation and support will make a significant difference in the success of this research project. Name of interviewers: Nur Humairah Binti Sulaiman & Nurul Syairah Binti Mohd Saidi Intake: PISMP JUN 2021-2026 IPGM KAMPUS BAHASA ANTARABANGSA The respondent's email ([email protected]) was recorded on submission of this form. Name *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 2/16 Practicum teacher Teacher Trainee teacher Other: SK BUKIT LOSONG Peer assessment Self assessment Group assessment Project-Based assessment Oral presentation Written assignments Observation Other: Group discussion (brainstorming) or group activity with specific task for each member Position * Shool Name Please select 3 types of assessment provided below that you have used in your class * Based on the types of assessment chosen, please provide sample of activity that you have done *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 3/16 All students with different types of learning abilities able to participate and be engaging fulfilling the task given. Definitely because it infuse communication between members and the weaker students will not simply wait for the answer because each member has their own task to be fulfilled. Every member will pitch in and help to do the task. Pupils with low confidence will gradually try to be engaging with peers in their appointed group and those with excellent abilities did not simply bossing others to do the task instead they will help their weak members to participate actively. In my opinion, ABC is what we want to instill but through PBD there are lots of soft skills that need to be inculcate to produce a well behave student parallels to the as stated slogan. It's time consuming for the written record and some skills need to be more refined because humans are unique and we cannot simply labelled as such that fit all. Describe how the assessment methods you have chosen will foster active student engagement and encourage participation during the learning activities. * In your opinion, can classroom assessment develop values and attitudes? Why and How? * How might your assessment methods foster skills and mindsets that contribute to students' holistic development beyond just academic achievement? * Do you think the slogan "ABC: Anak Baik lagi Cerdik" is adaptable in the classroom through PBD? Why? Challenges in implementing PBD in the classroom? *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 4/16 PBD is one of the best method to be used as assessment and the teachers involve should pay more effort to evaluate instead of think its as a burden. Be truthful when you assess the pupils because you know your students best. This form was created inside of Ministry Of Education Malaysia. What are your recommended alternative assessment method for the teachers out there? * Forms

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 5/16 Email * [email protected] SULAIMAN BIN ABU BAKAR Values and attitudes can be developed through Classroom Assessment (PBD). According to ELTC Assessment and Evaluation Department head Dr. T. Vanitha, "humanizing assessment is looking at values and attitudes, which can be developed classroom-based assessment." (New Straits Times, September 8, 2023). Assalamualaikum and a very good morning to Tuan/Puan/Encik/Cik. We invited you to fill in this Google Form in helping us to collect data on the used of alternative assessment in developing pupils holistically. This google form is created to collect data for an assignment of EDUP3153 Assessment in Education. The data collected from the survey will be used solely for academic and research purposes, and stringent measures will be in place to ensure secure storage of the information. Your contribution to this research is invaluable, and we genuinely appreciate your time and effort in participating. Thank you for considering our invitation. Your cooperation and support will make a significant difference in the success of this research project. Name of interviewers: Nur Humairah Binti Sulaiman & Nurul Syairah Binti Mohd Saidi Intake: PISMP JUN 2021-2026 IPGM KAMPUS BAHASA ANTARABANGSA The respondent's email ([email protected]) was recorded on submission of this form. Name *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 6/16 Practicum teacher Teacher Trainee teacher Other: SK PUSAT CHABANG TIGA Peer assessment Self assessment Group assessment Project-Based assessment Oral presentation Written assignments Observation Other: Individual activity and group activity with points for each students. Position * Shool Name Please select 3 types of assessment provided below that you have used in your class * Based on the types of assessment chosen, please provide sample of activity that you have done *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 7/16 Pupils are able to be involved in activities when they have to come forward to produce or present their answers because each student carry points for each task. Yes, because it creates healthy competition for the pupils to achieve or gather as much point as they can while finishing the task without being selfish. It teaches them to be mindful of others and working together can foster rapport among peers while finishing the task. Yes. It is because pupils learn to work together to do the task, behave properly without being selfish and at the end of the day, they help each other seamlessly to do the activities. Time constraint and too many items that needs to be looked. Be truthful when you assess your students because you know your students best and do not simply rely on your emotion too much when you assess the pupils. Try to find the brightest value that they have. This form was created inside of Ministry Of Education Malaysia. Describe how the assessment methods you have chosen will foster active student engagement and encourage participation during the learning activities. * In your opinion, can classroom assessment develop values and attitudes? Why and How? * How might your assessment methods foster skills and mindsets that contribute to students' holistic development beyond just academic achievement? * Do you think the slogan "ABC: Anak Baik lagi Cerdik" is adaptable in the classroom through PBD? Why? Challenges in implementing PBD in the classroom? * What are your recommended alternative assessment method for the teachers out there? *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 8/16 Forms

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 9/16 Email * [email protected] NOOR HANIM BINTI MUZAMMEL Values and attitudes can be developed through Classroom Assessment (PBD). According to ELTC Assessment and Evaluation Department head Dr. T. Vanitha, "humanizing assessment is looking at values and attitudes, which can be developed classroom-based assessment." (New Straits Times, September 8, 2023). Assalamualaikum and a very good morning to Tuan/Puan/Encik/Cik. We invited you to fill in this Google Form in helping us to collect data on the used of alternative assessment in developing pupils holistically. This google form is created to collect data for an assignment of EDUP3153 Assessment in Education. The data collected from the survey will be used solely for academic and research purposes, and stringent measures will be in place to ensure secure storage of the information. Your contribution to this research is invaluable, and we genuinely appreciate your time and effort in participating. Thank you for considering our invitation. Your cooperation and support will make a significant difference in the success of this research project. Name of interviewers: Nur Humairah Binti Sulaiman & Nurul Syairah Binti Mohd Saidi Intake: PISMP JUN 2021-2026 IPGM KAMPUS BAHASA ANTARABANGSA The respondent's email ([email protected]) was recorded on submission of this form. Name *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 10/16 Practicum teacher Teacher Trainee teacher Other: Sk Merapoh Peer assessment Self assessment Group assessment Project-Based assessment Oral presentation Written assignments Observation Other: Guided essay writing Position * Shool Name Please select 3 types of assessment provided below that you have used in your class * Based on the types of assessment chosen, please provide sample of activity that you have done *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 11/16 When peer assessment used in class, pupils will be more excited to learn and take part during the lesson because they feel the need to learn so that they can evaluate their peers. They also will become more eager to learn because they want to achieve better than their peers For example, teacher teaches about past tense. Pupils need to write essay in Past tense. Then, pupils need to check their friend’s essay whether they use the past tense correctly or not. Hence, in order to correct their friend’s writing, the pupils themselves must learn the correct use of past tense in the first place. Yes peer assesment can develop values and attitudes like honesty and responsibility. When teacher applies peer assessment in class, pupils will become more responsible to learn, and honest in evaluating their friend’s work. In a way, the attitudes that they developed from the assessment strategy will improve their character. Yes. When the class is too crowded and teacher cant pay full attention to each student. Another limitation is when pupils are passive in class but they can do well in exam. Describe how the assessment methods you have chosen will foster active student engagement and encourage participation during the learning activities. * In your opinion, can classroom assessment develop values and attitudes? Why and How? * How might your assessment methods foster skills and mindsets that contribute to students' holistic development beyond just academic achievement? * Do you think the slogan "ABC: Anak Baik lagi Cerdik" is adaptable in the classroom through PBD? Why? Challenges in implementing PBD in the classroom? *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 12/16 Peer assesment. This form was created inside of Ministry Of Education Malaysia. What are your recommended alternative assessment method for the teachers out there? * Forms

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 13/16 Email * [email protected] FAQIHAH NADHIRAH ZAABA Values and attitudes can be developed through Classroom Assessment (PBD). According to ELTC Assessment and Evaluation Department head Dr. T. Vanitha, "humanizing assessment is looking at values and attitudes, which can be developed classroom-based assessment." (New Straits Times, September 8, 2023). Assalamualaikum and a very good morning to Tuan/Puan/Encik/Cik. We invited you to fill in this Google Form in helping us to collect data on the used of alternative assessment in developing pupils holistically. This google form is created to collect data for an assignment of EDUP3153 Assessment in Education. The data collected from the survey will be used solely for academic and research purposes, and stringent measures will be in place to ensure secure storage of the information. Your contribution to this research is invaluable, and we genuinely appreciate your time and effort in participating. Thank you for considering our invitation. Your cooperation and support will make a significant difference in the success of this research project. Name of interviewers: Nur Humairah Binti Sulaiman & Nurul Syairah Binti Mohd Saidi Intake: PISMP JUN 2021-2026 IPGM KAMPUS BAHASA ANTARABANGSA The respondent's email ([email protected]) was recorded on submission of this form. Name *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 14/16 Practicum teacher Teacher Trainee teacher Other: SK PUTRAJAYA PRESINT 11(3) Peer assessment Self assessment Group assessment Project-Based assessment Oral presentation Written assignments Observation Other: Peer assesment in writing activity Position * Shool Name Please select 3 types of assessment provided below that you have used in your class * Based on the types of assessment chosen, please provide sample of activity that you have done *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 15/16 The assessments offer pupils immediate feedback on their performance, allowing them to identify strengths and areas for improvement in real-time. Yes, assessments that involve group work or peer review foster values such as cooperation and collaboration. Pupils learn to communicate effectively, and contribute to each other’s learning. I integrate assessments that involve group assignments, presentations to improve their communication skills, teamwork and leadership skills. Yes, PBD encourages real-world learning experiences where pupils tackle meaningful problems and apply knowledge and skills in practical contexts which aligns with the aim of producing Anak Baik lagi Cerdik who can think critically. Limited resources, including funding, technology, and materials. Digital portfolio assessment where the pupils can compile their work on Google Sites, for example. The digital portfolio can be easily accessible to the pupils and teachers. This form was created inside of Ministry Of Education Malaysia. Describe how the assessment methods you have chosen will foster active student engagement and encourage participation during the learning activities. * In your opinion, can classroom assessment develop values and attitudes? Why and How? * How might your assessment methods foster skills and mindsets that contribute to students' holistic development beyond just academic achievement? * Do you think the slogan "ABC: Anak Baik lagi Cerdik" is adaptable in the classroom through PBD? Why? Challenges in implementing PBD in the classroom? * What are your recommended alternative assessment method for the teachers out there? *

3/25/24, 11:05 PM Values and attitudes can be developed through Classroom Assessment (PBD). https://docs.google.com/forms/d/1brljPm4jLX1u5eEuUC1bh62OrFErdJXWfEjpiltoLZU/edit?ts=65fe410d#responses 16/16 Forms

Sanghvi: Piaget’s theory of cognitive development 90 Indian Journal of Mental Health 2020;7(2) Review Article Piaget’s theory of cognitive development: a review Pia Sanghvi Independent Mental Health Professional / Psychotherapist, Mumbai Corresponding Author: Pia Sanghvi E-mail: [email protected] (www.linkedin.com/in/piasanghvi). ABSTRACT This article aims to provide a concise understanding of cognitive development in children through Jean Piaget’s work. His journey of how he came upon subject, and constructed the theory has been included. Certain concepts as well as the four stages that encompass and define the theory have been highlighted. Lastly, a brief evaluation involving contributions to psychology, common criticisms and implications for the area of education has been covered. Keywords: cognitive, development, Jean Piaget, children, theory, psychology (Paper received – 29 th October 2019, Peer review completed – 10th January 2020) (Accepted – 12th January 2020) INTRODUCTION “It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.” Jean Piaget Historical Background Jean Piaget (1896–1980) was born in Neuchâtel, Switzerland. He was the first-born son of Arthur Piaget and Rebecca Jackson. His father was a professor of medieval literature at the University of Neuchâtel [1]. As a child, Piaget developed an interest in animals and nature. When he was around the age of 10, he wrote a short scientific paper on the albino sparrow. By the time he reached adolescence his research on mollusks was widely known and published. After high school, Piaget studied natural sciences at the University of Neuchâtel. He then went on to obtain two doctorates, one in natural sciences emphasizing biology and the other in philosophy with an emphasis in logic. He also published two philosophical essays. In 1918, Piaget spent a semester studying psychology at University of Zürich. It was there that he developed a keen interest for psychoanalysis. In 1919, Piaget decided to go to Paris. During his time there he received an opportunity to work with Theodore Simon to help standardize intelligence tests [2]. He began working at the Ecole de la rue de la Grange-aux-Belles boys institution created by Alfred Binet, which was also used as a laboratory [3]. Piaget found the work of standardizing tests rather uninteresting. He, however, grew interested in the way children reasoned during the tests. It was then that he began studying the cognitive development of children. Piaget used direct observation methods and began observing the development of his own children, which contributed to the construction of his theory. These factors met with criticism from psychologists in America. They claimed that his methods were along the lines of case studies and clinical observations rather than scientific experiments [2]. Withstanding the criticisms, Piaget’s theory on cognitive development has remained a lasting contribution to developmental psychology.

Sanghvi: Piaget’s theory of cognitive development 91 Indian Journal of Mental Health 2020;7(2) Piaget’s theory is based on four stages or periods. He believed that children progress through the four stages in a fixed order, at differing rates. Children move from one stage to another when they reach the appropriate maturation level and have been exposed to certain relevant experiences. Piaget suggested that the stages do not end abruptly and that transition takes place slowly by merging into the next stage. He viewed cognitive development as a series of transformations with changes occurring over brief periods [4]. It is important to note that he emphasized on observing changes in ‘quality’ of children’s understanding and knowledge rather than quantity. PIAGETIAN CONCEPTS Schema A schema or scheme is defined as ‘a concept or framework that organizes and interprets information’ [5-6]. Piaget described schemas as basic building blocks to understand the world and organize knowledge. They are created and developed as and when children interact with their physical and social environments [7]. When children are young their schemas are related to sensorimotor or physical activity such as picking up a toy. However, as they start growing their schemas begin to reflect thought and move towards a more cognitive level. Piaget suggested that schemas could be developed through two processes – assimilation and accommodation. These processes are the means through which outside world knowledge can be internalized. For example, a baby is given a new book. S/he may try to touch it, put it in their mouth, bang it on the floor or tear pages from it. Through experimentation at the sensorimotor stage, the child is trying to assimilate or accommodate the schema for a ‘book’. Adaptation Adaptation is the child’s tendency to develop and adjust schemas through experimentation and direct interaction with the environment. Adaptation consists of two processes, assimilation and accommodation. During childhood, children are constantly assimilating and accommodating new information in their schemas. Assimilation Assimilation is the process by which people fit new information into pre-existing concepts or schemas. Wadsworth [8] defines assimilation as ‘the cognitive process by which a person integrates new perceptual matter or stimulus events into existing schemata or patterns of behavior’ [9]. For example, a child sees a peacock for the first time. S/he notices that it has a beak and wings. The child points to animal and says, “bird”. S/he has then assimilated the information into their existing schema for a ‘bird’. Accommodation Accommodation is the process by which pre-existing concepts or schemas are restructured to include new information. If the new information cannot be altered, a new schema is formed. Wadsworth [8] defined accommodation as ‘the creation of new schemata or the modification of old schemata’ [9]. For example, a child believes that ‘all furry four legged animals are dogs’. S/he then spots a cat and the child says, "Look a dog!”. When s/he learns that it is in fact a cat and that furry four-legged animals are of various kinds, an accommodation has taken place.

Sanghvi: Piaget’s theory of cognitive development 92 Indian Journal of Mental Health 2020;7(2) STAGES OF DEVELOPMENT Piaget divided cognitive development into four periods or stages: (1) sensorimotor stage, (2) preoperational stage, (3) concrete operational stage and (4) formal operational stage. Children progress through each stage in a sequential manner. Each stage is characterized by qualitatively different ways of thinking and cognitive growth. Below is an explanation of all four stages, the approximate ages and major characteristics of cognitive development that are generally observed. A note to clinicians, individual differences need to be accounted for while observing the development of children. Sensorimotor Stage (Birth to 2 years) The first stage in Piaget’s theory is the sensorimotor stage, which lasts from birth to approximately 2 years of age [4, 10-12]. During this stage infants observe their surroundings using the senses of sight, touch and sound. This stage of cognitive development is divided into six substages [13] – Substage 1: Simple Reflexes The first substage of the sensorimotor period encompasses of basic reflex actions. This stage begins at birth to the age of 1 month. The infant applies a set of action patterns such as, sucking, biting and grasping. These reflexes become the center of the infant’s cognitive and physical life. It has been found that assimilation and accommodation begin to take as early as this. For example, when the corner of the baby's mouth is stroked or touched, the baby will turn its head and open his/her mouth to follow the direction of the stroking. This reflex helps the baby find the breast or bottle while feeding. Substage 2: First habits and primary circular reactions This substage occurs from 1 to 4 months of the infants’ life. During this period, infants begin to integrate simple reflex actions by coordinating separate action patterns. The main locus during this period is still the infant’s own body. Primary circular reactions are schemas that are repeated because they are interesting or pleasurable for the infant. These repetitive, chance reactions help them build cognitive schemes that eventually become habits. For example, Infants may repeat the action of sucking their thumbs or waving their arms and legs.

Sanghvi: Piaget’s theory of cognitive development 93 Indian Journal of Mental Health 2020;7(2) Substage 3: Secondary circular reactions In the third substage the baby’s interest of the environment increases. This period occurs from 4 to 8 months of age. Piaget called these schemes ‘secondary circular reactions’ because the focus of attention tends to shift away from ones own self to the external world. For example, the child may pick up a rattle and keep shaking it. Substage 4: Coordination of secondary circular reactions This substage lasts from 8 to 12 months. During this period the beginning of goal-directed behavior is observed. Infants coordinate and combine certain schemas to execute an action. The child starts to understand the difference between a means and an end (cause and effect). This leads to the development and achievement of object permanence. Object permanence refers to ‘the realization that people and objects exist even when they cannot be seen’ [13]. For example, the child will move an object out of the way to reach for another. Substage 5: Tertiary circular reactions Beginning at 12 months, this substage continues till the child is 18 months of age. In this substage the infant carries out mini experiments to learn about the environment. They become fascinated with the properties of an object and experiment with new behavior. Through these experiments, schemas are altered and adapted. Children begin to solve problems using the trial-and-error method. For example, an infant may experiment by dropping his/her toy or food onto the floor from a high chair to see the effect that it had. Substage 6: Beginnings of thought This substage is characterized by the beginning of insight and creativity. This stage occurs from 18 months to 2 years. The major achievement of this stage is the capacity for mental representations. Major characteristics observed during this period are make-believe activity, complex schematic understanding, acceptance of others but with focus on self and internalization of images or past events. For example, the child’s play begins to involve imaginary creatures. Preoperational Stage In the preoperational stage the child’s use of symbolic thinking grows. This period occurs when the child is 2 to 7 years old. During this stage the child begins to form mental representations of events and ideas. They are also able to communicate using words, gestures and symbols. For example: The child may see his/her mother holding a pair of shoes which may prompt the question, “We go out?’. In this manner children rely less on sensorimotor activity and more on mental representations to understand the world around them. Key aspects of this stage include – Conservation: The child’s understanding that a certain quantity will remain the same despite change in arrangement or physical appearance. For example: A child is shown two glasses of water, one short and the other tall. The short, broad glass is filled with water. The same amount of water is then transferred from the short glass to the tall, thin glass. The child is asked whether there is more water in the second glass. If the child has mastered the concept of conversation s/he will answer saying, ‘No’.

Sanghvi: Piaget’s theory of cognitive development 94 Indian Journal of Mental Health 2020;7(2) Centration: The tendency to focus on one aspect of a stimulus. Children make judgments based on the most outstanding feature or aspect in their perceptual array of sight. For example: A child is shown two arrangements of circles. One is clustered together in a symmetrical arrangement while the other is slightly spaced out. The child is then asked to point to the row that contains more circles. S/he will end up focusing on the superficial aspect of arrangement i.e. appearance rather than the quantity and point to the spaced-out arrangement. Egocentricism: The child’s inability to see the world from another’s perspective. Egocentric thought refers to thinking that does not take into account the views of others. One way to understand this concept is Piaget’s’ three-mountains task. A child was presented with a threedimensional model containing three mountains. They looked at the model from one perspective (e.g. Location A) while a doll was placed in another location (e.g. Location B). The doll’s perspective was different from that of the child’s. The child was asked to choose the dolls point of view (literally). Most children stated that the doll’s view was the same as what they could see. Let us discuss egocentric thought using an example. A child assumes that since s/he has an elder brother therefore s/he is a younger sibling. In turn s/he believes that all his classmates have elder siblings. It should be noted that this process is not the same as selfishness, it is a part of the natural course of development and is not a lasting pattern of behavior. Concrete Operational Stage The concrete operational stage occurs between ages 7 and 11 or 12. This stage is characterized by logical operations. The main change during this stage is that the child’s thinking becomes less dependent on perception and more focused on logic. Children are better able to understand conservation tasks in this period. They are able to focus on multiple aspects of a stimulus, an ability known as ‘decentering’. Once concrete operations begin taking hold, children grasp the concept of ‘reversibility’. Reversibility is the notion that transformations of a stimulus can be reversed. For example, the children learn that a ball of clay that is turned into a long, thin rope can return to the shape of a ball again. Formal Operational Stage Children enter the formal operational stage at the age of 11 or 12. During this stage the young adolescent learns how to think abstractly. A major element of this stage includes the ability to reason. Adolescents learn the concepts of deductive and inductive reasoning and apply their knowledge by solving problems and conducting experiments. The pendulum problem is often used to describe the reasoning ability at this stage. For example: An adolescent is shown a pendulum. S/he is then asked to determine factors that are responsible for the movement of the pendulum. The option to alter the length of the string, amount of force, weight, and height is given to the participant. The child will then form and test a series of hypotheses to come to a conclusion. CONTRIBUTIONS OF PIAGET’S THEORY Piaget’s work on cognitive development has remained a contribution to the areas of child and developmental psychology. His theory was one of the first to explain and describe the process of child development.

Sanghvi: Piaget’s theory of cognitive development 95 Indian Journal of Mental Health 2020;7(2) The theory is studied and applied by various researchers even today. Furthermore, applications to the fields of engineering, education, therapy and other such areas have been explored. Piaget was a great reporter of children’s behaviors. He provided detailed descriptions of their cognitive abilities. He introduced useful concepts to cognitive psychology such as schemas, object permanence, egocentricism etc. Piaget’s questions on cognitive development lead thousands of researchers to study the area. Hence, a large amount of research exists that helps us understand children and their cognitive growth. CRITICISMS Piaget assumed that those children who were unable to perform various cognitive tasks lacked the underlying cognitive structure. This assumption is not valid as there are various factors that can affect a child’s performance. Piagets tendency to equate task performance with competency has been criticized. Even though Piaget mentioned that cultural factors influence the growth of cognition, he devoted little attention to social and cultural influences. He also did not take into account how children develop through social interactions. Piaget provides a vague explanation of cognitive growth. He has been criticized for using abstract terms and pairing them with difficult tasks. Researchers now look upon his theory as an elaborate description of cognitive development that has limited explanatory power [14]. Piaget maintained that cognitive development occurs in stages, which are holistic structures. Many have challenged this assumption of holistic structures. They also questioned whether cognitive growth does in fact take place in sequential stages. IMPLICATIONS FOR EDUCATION Teachers can individualize learning experiences based on the child’s stage of cognitive development. Children can be encouraged to experiment the various hypotheses and ideas that they form in order to come up with their own conclusions and opinions. Learning can be perceived as restructuring and constantly adapting cognition. Methods to enhance cognitive development through experiential learning can be explored. REFERENCES 1. Smith L. A brief biography of Jean Piaget. Jean Piaget Society: Society for the Study of Knowledge and Dissemination, 2000. 2. Fleming J. Piaget and cognitive development. PhD Master Thesis. 2004. 3. Lascarides VC, Hinitz BF. History of early childhood education. Routledge; 2013. 4. Bjorklund DF. Behavioral Epigenetics: The Last Nail in the Coffin of Genetic Determinism. Human Dev 2018;61(1):54-9. 5. Piek JP. Infant motor development. Human Kinetics; 2006. 6. Marszalek JF, Myers JE. Dream interpretation: A developmental counseling and therapy approach. J Ment Health Couns 2006;28(1):18-30. 7. Cahan ED. The genetic psychologies of James Mark Baldwin and Jean Piaget. Dev Psychol 1984;20(1):128- 50. 8. Wadsworth BJ. Piaget's theory of cognitive development: An introduction for students of psychology and education. McKay; 1971. 9. Ginsburg HP, Opper S. Piaget's theory of intellectual development. Prentice-Hall, Inc; 1988. 10. Gallagher JM, Reid DK. The learning theory of Piaget and Inhelder. iUniverse; 2002. 11. Müller U, Carpendale JI, Smith L, editors. The Cambridge companion to Piaget. Cambridge University Press; 2009. 12. Singer DG, Revenson TA. A Piaget primer: How a child thinks. International Universities Press, Inc. 1997. 13. Brainerd CJ. Piaget's theory of intelligence. Prentice Hall; 1978.

Sanghvi: Piaget’s theory of cognitive development 96 Indian Journal of Mental Health 2020;7(2) 14. Carey WB, Crocker AC, Elias ER, Feldman HM, Coleman WL. Developmental-Behavioral Pediatrics EBook. Elsevier Health Sciences; 2009. 15. Shaffer DD, Kipp K. Developmental psychology: Childhood & adolescence: Childhood and adolescence. Cengage Learning; 2010. ************************************ Acknowledgements – Nil Conflict of Interest – Nil Funding – Nil

Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rhep13 Journal for Education in the Built Environment ISSN: (Print) 1747-4205 (Online) Journal homepage: www.tandfonline.com/journals/rhep13 A Group-based Multiple Assessment Strategy for Construction-related Subjects Terence Y. M. Lam To cite this article: Terence Y. M. Lam (2008) A Group-based Multiple Assessment Strategy for Construction-related Subjects, Journal for Education in the Built Environment, 3:2, 46-62, DOI: 10.11120/jebe.2008.03020046 To link to this article: https://doi.org/10.11120/jebe.2008.03020046 Published online: 15 Dec 2015. Submit your article to this journal Article views: 604 View related articles

Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 pp. 46-62 (17) ISSN: 1747-4205 (Online) 46 Copyright © 2008 CEBE A Group-based Multiple Assessment Strategy for Constructionrelated Subjects Terence Y. M. Lam: Anglia Ruskin University, UK Abstract A review of the theory and literature on learning and assessment over the last thirty years indicates that group-based problem-solving assessment is suitable for construction-related subjects. Construction practices normally involve a multi-disciplinary team to complete a project under a range of constraints and it is contended that these simulations in assignments can train students to acquire real life knowledge and skills. Nonetheless, there has been a lack of research on how this assessment method should be undertaken effectively to motivate student learning, promoting learner autonomy and attainment of learning outcomes, especially under the constraints of limited resources. This research aims to develop an effective assessment framework for construction-related subjects. A theoretical assessment strategy framework was first established, which was then tested by qualitative case study methodology to see if it could explain the success in learning and assessment of a critical case. The research findings show that the theoretical group-based problem-solving assessment could not fully explain the successful assessment of the case. A Full Multiple Assessment Strategy should be applied, in which the group-based problem solving is supplemented by formative assessment at critical stages, guidance and marking by the same tutor, as well as simple and fair collaborative assessment. Such a framework forms the basis on which further research can build to develop effective assessment models for group-based problem-solving subjects in other fields. Keywords: Assessment, Formative Assessment, Problem Based Learning, Group Work

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 47 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE Introduction Assessment plays a very important role in higher education. It improves the quality of student learning, promotes learner autonomy and enhances teaching approaches. It has two principal functions, namely, advising tutors whether or not learning has been successful, and providing students with feedback so that they can learn and improve their work (Biggs, 1999). Morgan et al. (2004) and Angelo (1999) further indicate the roles and purposes of assessment as follows: diagnosing student difficulties; measuring improvement over time; motivating students to study; encouraging tacit learning of disciplinary skills and conventions; judging mastery of essential skills and knowledge; evaluating the teaching methods. Assessment is a complicated process requiring thoughtful planning, implementation and monitoring in order to achieve its purposes. Fundamentally the assessment should encourage independent student learning. Moreover, feedback should be provided by tutors and the peer group on such learning so that students can improve their performance (Bloch, 1977). A review of the theory and literature on learning and assessment in higher education over the last thirty years shows that group-based problem-solving assessment should be adopted for construction-related subjects like building, architecture design and civil engineering works (Miller et al., 1998; Morgan et al., 2004) because construction practices normally involve a multi-disciplinary team to complete a project under a range of constraints. It is contended that such kinds of simulation in assignments can train students to acquire real life knowledge and skills. However, there has been a lack of research on how group-based problem-solving assessment should be undertaken effectively to motivate student learning, promoting learner autonomy and attainment of learning outcomes. Higher Education has undergone a dramatic change in the last thirty years. It has played a major role in a new way of creating knowledge, and now focuses on solving problems and is sensitive to customer needs. University lecturers are now expected to be good at both teaching and research, even with limited resources. Ramsden (2003) calls for developing a university teaching and assessment framework that strives for excellence in the new global higher education context. Miller et al. (1998) state that a mechanism will need to be evolved to ensure fair allocation of marks to individual students according to their contribution to the group. Heathfield (1999) identifies two key problems that need detailed investigation in order to ensure the effectiveness of assessment. These are student preparation for group work and the appropriate and fair allocation of marks for group-work assessed items. As the number of students entering higher education expands, the size of cohort is continuously increasing (Ramsden, 2003). Teaching and assessment are now virtually team work rather than the task of an individual team member, so it is paramount to establish a

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 48 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE reliable and valid assessment framework to cope with larger cohort sizes. This research aims to develop an effective assessment framework for construction-related subjects. The research findings are from a case study on assessment of a construction module at Anglia Ruskin University in the UK which encountered problems of inconsistency in marking between tutors and fair allocation of marks for individual members’ contribution to group work. The findings indicate that although the theoretical group-based problem-solving assessment is suitable for construction-related subjects, it cannot fully explain the success in assessment of the case, as shown by high motivation of students, high learner autonomy, achievement of the learning outcomes and high pass rate. The existing assessment theories should be improved and a Full Multiple Assessment Strategy be adopted, which comprises the following elements: group-based work; problem-solving on rich cases; formative assessment provided at critical stages and supported by transferable skills building; flexible assessment for students in diverse contexts; guidance and marking by the same tutor; simple and fair collaboration assessment. Such a framework forms the basis to which further research can build to develop effective assessment models for group-based problem-solving subjects in other fields. In the following section a theoretical assessment framework is developed through literature review in the context of building construction studies. Explanation for choosing case study research methodology and use of a single critical case at Anglia Ruskin University for testing the theoretical framework is given under Research Methodology. In the following Discussion section, the critical case is examined and its empirical results from the post hoc evaluation of assessment are compared with the theoretical framework. Based on the empirical evidence from the case, it is concluded that a full multiple assessment strategy should be adopted for supporting student learning and diversity. Theoretical Background A review of the existing learning and assessment theories and literature indicates that the following strategies are relevant to construction-related subjects. Group-based assessment The use of a group-based assessment strategy is adopted from time to time to promote learning from teamwork. Miller et al. (1998) and Garvin et al. (1995) argue that this approach can have the following advantages: Students gain experience of working in teams, which is likely to be the norm in their future employment.

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 49 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE Each student can undertake independent, deeper research on a major area within a large and complex project. Students can discuss with and learn from other team members. Students find that group projects are more interesting, enjoyable and effective than other forms of learning. Collier (1985) has investigated many cases and found that successful group work can lead to high motivation of students, as shown by greater learning satisfaction, an active search for information and wider reading in the field studied, a stronger sense of mutual obligation among members and a greater willingness of students to attend carefully to one another. He adds that higher order skills can be developed, as indicated by better capacity for applying concepts in new situations, a more critical approach to reading, a fuller appreciation of the rich variety of opinion and experience and a keener appreciation of the provisional nature of the current state of knowledge. Because of these advantages, Miller et al. (1998) advocate that group project assignments can be applied to a wide range of subjects under the fields of social science and medicine. Designing and building a model of an architectural or engineering structure through team work is one of the examples highlighted. To ensure an effective group-based assessment, they suggest that an effective assignment project should possess the following characteristics: The problem to be solved should be related to real cases in the industry. The problem should be solved by a small team of students, which acts as a professional team for tackling a construction project. None of the team members possesses all the necessary knowledge and skills to solve the problem alone, so each one should collaborate with others and contribute to the solution. Learner autonomy should be fully promoted. Decisions regarding investigation methods and the respective tasks for each team member are the responsibility of the group rather than being decided by the tutor. The assessment must be valid and reliable, which is a main concern of both students and faculty. This is to address the problem of inconsistent marking between tutors, as pointed out by Miller et al. (1998). To ensure fair award of marks for individual team members’ contribution to the group work, Morgan et al. (2004) add that group marks should be carefully moderated by tutors. Problem solving It is very important that students should acquire problem solving skills because problems form the basis of everyday activity in the work place, especially professional practice (Morgan et al., 2004). Ryan (1996) lists a sequence of events in the problem solving process, as follows: Recognising that a problem exists;

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 50 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE Understanding the nature of the problem and how it might be addressed; Developing a plan to address the problem; Acting upon the plan; Evaluating the outcome of the action – was the problem resolved? Reflecting upon the result – could it have been handled better? Could the problem have been avoided? Might the problem reoccur? Heywood (2000) advocates that problem solving can develop knowledge through finding solutions for cases that involve a range of problems. It can provide a framework for interdisciplinary studies and thinking because the solutions to professional life’s problems require data from many knowledge areas. Problem solving can increase students’ autonomy and control over their own learning processes, i.e. what they have to study and how. So the role of tutors is mainly to provide feedback and guidance. Being a self-directed learner, problem solving can increase retention of knowledge and create interest in the subject matter and students then become highly motivated, as shown by the research of Norman and Schmidt (1992) who reviewed studies that had compared problem-based learning with conventional curricula. Morgan et al. (2004) emphasise that when assessing problem solving, many of the conventional methods, including examination, are less appropriate. For an assessment task to have a high level of validity and authenticity, students should be engaged with applied illstructured case studies and problems in an environment that replicates professional practice as closely as practical. Rich cases should be chosen for assessment because they contain many potential issues that students must order, prioritise and debate to reach a plan to address the problem. Tutors should look for the following evidence in the assessment: understanding of the problem; identifying what information is required; knowledge and concepts underpinning the problem; ability to generate ideas and workable solutions and to justify a choice of plan; evaluating the success or otherwise of the plan; evaluating the problem-solving strategy used; reflecting on own learning. Morgan et al. (2004) review a number of cases and find that role-play can be successfully applied in engineering and nursing simulation. Such an approach can ensure deeper understanding of the variety of conflicting perspectives in professional practice. It also helps develop important micro-skills in problem solving such as recognising a plurality of perspectives, negotiating and decision making. Marking criteria should be tailor made to ensure these micro-skills are fully assessed in terms of discussion, role-play outcome and individual student reflection. As reviewed by Morgan et al. (2004), in an engineering case project involving financial, ecological, social and political issues, the students were engaged with different roles in a multi-disciplinary team to work collaboratively at all stages of a

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 51 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE project, including briefing, interactive discussion and presentation forum. At the end, a reflection de-debriefing was arranged for students to discuss what they had learnt on the process. Assessment was taken on the interactive discussion and presentation forum stages as well as the de-briefing essay. In another case on nursing practice, it was found that collaboration in problem solving could bring a richer array of ideas and resources to the table where students could argue their cases. Such an approach is particularly relevant for complex situations like the construction process, where compromise is needed to resolve many conflicting issues. Under these circumstances, group work and problem solving should be used in tandem to ensure effective assessment. Woods et al. (1997) set out to develop problem solving skills for engineering students. They found that students could not solve problems when the context was slightly changed because they relied on sample solutions. Woods el al. (1997) suggest that it is desirable that students should develop subject-independent transferable skills that are fundamental in helping them obtain the best solution to a task subject to some constraints. These are related to basic study skills, self and time management, interpersonal and group communication skills, skills for self assessment, change management, lifelong learning skills and solving well or ill defined problems. These skills should be developed progressively throughout university study. Students acquiring the transferable skills were found to be more confident in problem-solving assessment. Clearly transferable skills are necessary to professional practice as specific knowledge becomes rapidly outdated (Heathfield, 1999) and construction professionals need such skills to communicate and negotiate with other interdisciplinary team members to develop suitable solutions for problems in various contexts. Formative assessment The concept of formative assessment is to provide continuous feedback information and comments to learners about their achievement on a task with an aim to improve their learning and performance. Black et al. (2003) point out that formative assessment is not a strong feature in classroom work and therefore undertook a research project to develop good practices, with participation of 36 science, mathematics and English teachers. The results showed that formative practice can be improved in the following ways: Students should be encouraged to have frank discussion with teachers to set questions and assessment criteria, the reason being to help them understand the assessment process, plan their work and to focus further effort for improvement. Students should be encouraged, through peer and self assessment, to apply criteria to understand how their work might be improved. Through habits and skills of collaboration in peer-assessment, students can develop the objectivity required for effective self assessment, which gives them both a concept of what quality means in specific context and also the motivation to seek improvement.

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 52 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE Tutors should be fully involved in the process of formative assessment by giving comments and asking open questions for students to follow up. Comments should identify what has been achieved well and what still needs improvement, and give guidance on how to make that improvement. To achieve this, feedback sessions should be held where tutors meet students to discuss their research plan and proposed solutions for the problems. Students should be encouraged to do a reflective review of their work so that they can plan their future work effectively. Rafiq and Fullerton (1996) strongly advocate that peer and self assessment should be used for civil engineering projects in which members are required to make continuous assessments of each stage in their own contributions to a project and the work of other team members. For construction projects, every member of the team monitors, discusses, assesses and criticises the activities of the others throughout all stages of the design process. This is how a real life project develops from initial thoughts and ideas. Formative assessment allows peer and self assessment, and is therefore particularly relevant to construction-related task subjects. Flexible assessment There are a wide range of flexible learning options available to students these days, hence a more diverse group of students can now undertake tertiary study whilst having work and family responsibilities (Morgan et al., 2004). This is true for construction-related courses where there are a large number of part-time students seeking higher education to enhance their professional knowledge and skills and to acquire the academic qualification as required by professional bodies for membership. The group is even more diverse when disabled students are taken into consideration. Under the Special Educational Needs and Disability Act 2001 (SENDA, 2001), universities in the UK are required to make “reasonable adjustments” in their policies and practices to facilitate the needs of disabled students. The Act requires that additional support should be made to help them attain the standards prescribed by the course. The Quality Assurance Association (QAA) Code of Practice for students with disabilities recommends that support should be focused on study, assessment and examination practices so that their academic progress is not impeded, and that their learning experience is comparable to their peers (QAA, 1999). Hence, there is always a need for flexible and special arrangements for teaching and assessment to be made to accommodate various students’ functional and physical differences to ensure learning equity (Evans, 1994). To ensure inclusive assessment, Morgan et al. (2004) point out that the following checkpoints should be considered: The assessment challenges should be reasonable for all of the students. The assessment should allow flexible venues and times to suit the students’ circumstances, especially submission deadline for part-time students. There should be an appropriate amount of formative assessment to meet the needs of different level of achievement and abilities. For example, more

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 53 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE guidance support from tutors should be provided to assist disabled students with hearing and visual disabilities. Disability awareness training about equal opportunity should be provided to all students to ensure peer and self assessment are effectively conducted. Students should be able to bring their own background and experiences to bear on the assessment task. Part-time students should be allowed to use the cases in their own professional practice for problem-solving assignment. This flexibility is particularly suitable to the part-time students working in construction industry. International students should be given opportunities to bring the good practices of their own country to enrich the research. Consistent and fair marking As the number of people entering higher education expands, the programme cohorts and class sizes increase quite substantially. Teaching and assessment are now virtually team work rather than individual effort. Consequently valid and reliable assessment becomes difficult to achieve when the tutors are faced with larger class sizes but with fewer resources. This means that they have to be creative and come up with effective alternative assessment and marking practices. To ensure consistency in marking, Morgan et al. (2004) suggest that marking criteria and grading standards should be made clear and explicit to all those marking common assessment items. Moderation in marking is also useful for ensuring consistency. Markers can compare their grading practices and identify their implicit values in assessing students. With these provisions, disputes and complaints from students have been reduced but problems still come up from time to time because of different interpretations of values in marking. Following the concerns of his students on assessment of group projects in a social studies programme, Heathfield (1999) identified two key problems that need attention, namely, fair allocation of grades for group work assessed items, and student preparation for group work (learning transferable skills). For fair allocation of marks, Heathfield suggests that the mark for assignments should be adjusted for individual members according to their contribution to the group. The group should undertake the peer assessment themselves, using five indicators to measure contributions. These include regular attendance at group meetings, contribution of ideas for the task, reading and researching material for the task, organising and analysing the material, as well as practical contribution to the end product. Earl (1986) took another approach in assessing a group of students studying mathematical modelling. Each team received a ‘Base Mark’ for each member of the team, which was used to measure the quality of its mathematical modelling. ‘Peer Marks’, equal in weighting to Base Marks in group activity, were submitted by each student in the group for all other members according to their contribution. However, there were no precise criteria for assessing the contribution of their peers. A similar approach was adopted by Rafiq and Fullerton (1996) for assessing their civil engineering students and the peer mark was assessed based on the student’s contribution to the group discussion and decision making.

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 54 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE Despite these approaches, which aimed to allocate fair marks to individuals, there are bound to be some disputes amongst team members on their own contribution in the peer assessment process. Summary The review indicates that the following theoretical assessment strategy framework should be suitable for construction-related subjects: group work; problem solving; formative assessment; flexible assessment; consistent marking between multiple markers; fair allocation of marks based on individuals’ contribution. Research Methodology This research aims to develop an effective assessment framework for construction-related subjects. Descriptive case study methodology was used to test the theoretical framework developed in the previous section. Fellows and Liu (2003) and Yin (2003) both state that case study research can be used to investigate phenomena within real context and can therefore draw rich conclusions. A single case of the Department of the Built Environment at Anglia Ruskin University in the UK was examined. Yin (2003) points out that the single-case designs can be used to generalise findings to theory. The theory can then become a vehicle for examining other cases. Consequently, the single-case approach can make significant contribution to knowledge and theory building. One rationale for a single case is when it represents the ‘critical case’ in testing a well-formulated theory. The theory has a clear set of propositions and conditions within which the propositions apply. A critical case refers to the one which may meet all of the conditions for testing the theory. The department in this study represents a critical case for testing the theoretical assessment framework for two reasons. First, it runs traditional construction-related courses in surveying, architecture, civil engineering, construction management, and housing fields. Second, all these professional courses focus on understanding and application of theories and principles to tackle practical issues and problems in different contexts and situations, thus providing a condition for testing the theoretical assessment framework which is based on group work and problem solving. An advanced construction module related to framed buildings, which was run in Semester 2 of 2005/06, was chosen for this study because it was taught across all the multi-disciplinary fields, and the key learning outcome was to apply the fundamental design, construction and environmental science knowledge to solve problems in the complex built environment. This learning outcome is common to construction-related subjects. To achieve the key learning outcome and to promote learner autonomy, the module assignment therefore required the students to form multi-disciplinary teams to design and propose an environmentally friendly office under certain site and legislative constraints as

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 55 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE well as specific client requirements. Evaluation of this group-based problem-solving assessment was undertaken by informal interviews with all of the student groups and by seeking feedback from the external examiners to find out if the assessment was successful and effective and why. The empirical results in the assessment of the module were compared with the theoretical framework so as to verify whether it is valid or needs to be improved. Discussion of the Case Study Context and assessment strategy The construction module was run in Semester 2 between January and May 2006 for a large cohort of 206 students studying graduate diploma, degree and higher national diploma courses in architecture, engineering, surveying and construction management. There were only three members of multi-disciplinary staff (an architect, a building surveyor and a building services engineer) and twelve teaching weeks. Despite these constraints, a number of learning outcomes needed to be achieved as follows: Explain how typical medium to high rise framed buildings are constructed to resist the external elements and accommodate their intended purposes. Describe both the functions and performance of typical materials and components during construction and use, and their energy and environmental implications. Describe how the site constraints, soil conditions and previous use are investigated, and how these factors may influence design and construction. Be able to communicate and collaborate with team members, and apply the knowledge of design, construction and environmental science to produce well founded proposals. Apply report writing skills to present recommendations to clients clearly and precisely. As the learning outcomes are related to practical knowledge and skills necessary for construction projects, a group-based problem-solving assessment was set to ask the students to design and construct a prestigious but environmentally friendly office block on a site with a number of technical constraints. Role-play was used to enhance the effects of group work. Each student acted as an architect, a building services engineer or a structural engineer, and undertook an individual specific task on building, environmental or structural design, thus simulating the multi-disciplinary team in real life practice. As discussed in the section on ‘Theoretical Background’, this multiple assessment strategy based on group work, problem solving and role-play is fully advocated by Morgan et al. (2004). Such a strategy can enable students to have a deeper understanding of the variety of conflicting perspectives in professional life. Students also develop important micro-skills in problem solving, such as recognising a plurality of perspectives, negotiating and decision making. The strategy is

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 56 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE confirmed by Heywood (2000) as promoting interdisciplinary studies and thinking as well as learner autonomy. The key to success for problem-solving assessment, as stated by Morgan et al. (2004), is to provide teaching to support the development of the transferable micro-skills in an incremental way. In the Year 1 study skills module, basic study skills, time management, interpersonal and group communication, self and peer assessment, change management and lifelong learning skills were introduced. The teaching team further developed these micro-skills in the context of construction projects in this Year 2 module. Students were taught the importance of an interdisciplinary approach for construction projects, team communication and problem-solving skills for well or ill defined tasks. The assignment was a formative assessment. Students were required to attend formative feedback sessions run by the teaching team members, undertake their own peer and self assessment, and submit a final written report for marking and grading their overall performance. Because there were 206 students (51 groups) in the cohort but only three tutors available, students were encouraged to collaborate as a team and to have their own peer and self assessment based on a set of open and clear assessment criteria given in the marking scheme. Peer and self assessment were considered to be essential for multidisciplinary engineering courses by Rafiq and Fullerton (1996). Because of the tight resources and teaching time, feedback and guidance were provided by the tutors at the critical stages of the design process, i.e. briefing, sketch design and detailed design in Weeks 1, 4 and 8 of the 12 week semester. In the guidance sessions, each group discussed their progress, proposals and problems encountered with the tutors. Comments were given on what had been done well and what still needed improvement, and guidance was given on how to make that improvement. This gave opportunities for the students to follow up comments and revise their plan for the learning process. No formal marks were provided to the students. As revealed in the research project to improve formative practice conducted by Black et al. (2003), constructive comments are far more valuable to student learning than feedback by marking because students can focus on their strengths and weaknesses to improve their performance rather than comparing their marks with others. This cohort was large and had a diverse mixture of full-time, part-time, international and disabled students. Flexible teaching and assessment were designed to accommodate their backgrounds and needs, especially to comply with the Special Needs and Disability Act 2001 (SENDA, 2001), which requires the universities in the UK to make “reasonable adjustments” in their policies and practices to facilitate the needs of disabled students. The assignment was handed out in Week 1 and students were required to hand in their assignment in Week 12, the last week of the semester. This provided the students with maximum time for individual research, group discussion and preparation of the final report. The arrangement was particularly helpful to the part-time students who had job and family responsibilities. The guidance and feedback sessions in Weeks 1, 4 and 8 also provided opportunities to facilitate peer assessment for these part-time students who might not have time to meet others. There was one disabled student with hearing and visual difficulties. To accommodate his learning needs, a helper from the student services office was arranged to attend lectures

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 57 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE along with him so that he could follow the theories underpinning the assignment task. The helper also attended the feedback and guidance sessions, and proof read his work. Morgan et al. (2004) suggest that students should be able to bring in their own cases to promote learner autonomy and to enrich research work. Part-time students can use cases in their own professional practice for problem-solving assignments. International students are valuable to bring in overseas cases showing international perspectives. The scenario for this assignment was carefully set by the teaching team in order that the essential interdisciplinary tasks for a typical building construction project were well covered. Owing to the constraints of limited teaching time and a large cohort, students were not encouraged to use their own cases for the assignment because such an option required additional time to check and make sure that the proposed case was suitable to produce all the necessary learning outcomes, which was not allowed by the assignment timeframe. Key issues Inconsistent marking between tutors was a key issue raised by the students and the external examiners in the previous academic year 2004/05. The problems involved were inconsistent marking between markers and that the advice given by one tutor did not match the view of the actual marker. It is likely that they were due to different interpretation of values in marking by various markers. Special attention was recommended by the external examiners to improve the marking system. Although marking criteria and grading standards could be made clear and explicit to the markers, problems might still come up because of the inevitable different interpretation of values in marking. To tackle this problem, it was arranged by the module leader that individual teaching team members became responsible for lecturing, tutoring and marking their related interdisciplinary task in the assignment. In other words, guidance and marking were provided by the same tutor. In this assessment, individual and group marks were given to each student to measure his/her research effort and collaborative contribution to the group. The weightings were 75/25 respectively. As discussed in the section on ‘Theoretical Background’, Heathfield (1999), Earl (1986) and Rafiq and Fullerton (1996) suggest that a fair mark should be awarded to individual students according to their contribution to the group work. Nonetheless, it is suggested that the mark allocation should be conducted by peer assessment, there are bound to be some disputes amongst team members on their own contribution. Consequently, it was decided that an equal group mark be given to all members to reward the collaborative team effort. To avoid the ‘free-rider’ problem, all teams were encouraged to work collaboratively in order to achieve the benefits of group work. Team members were required to undertake their research vigorously and to discuss with their own group to work out the final proposals. The executive summary, discussion and conclusion sections of the final report were prepared by the whole group. This collaboration assessment was simple and fair so became readily acceptable to all groups. Only two freeriders were reported at the early stage of the assignment. The tutors took immediate action to remind them the rationale and advantages of the group-based project. The groups involved were asked to take minutes of their progress meetings, and with the help from

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 58 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE tutors, they could monitor the input of individual team members effectively. Thereafter, all team members made an effort towards the group task and the free-rider problem was resolved. Evaluation of the assessment strategy Evaluation of the assessment strategy of this module was obtained by the module leader from a series of informal interviews with each of the 51 student groups and feedback from four external examiners. The evaluation results are summarised as follows: The students found that the group-based problem-solving assignment was challenging to their critical thinking on conflicting issues in the real case scenario. They enjoyed learner autonomy and could plan to develop solutions amongst themselves through discussion and negotiation. Thus they were highly motivated. This deep learning process enabled them to retain the knowledge and skills learnt, as confirmed by all of the student groups. Peer and self assessment supplemented by tutor feedback sessions at the critical stages were particularly useful in the formative assessment process because the students had sufficient opportunities to understand their strengths and weaknesses and to focus on improving their performance. Arranging individual teaching team members for lecturing, tutoring and marking their related interdisciplinary task in the assignment was found to be effective in ensuring consistent feedback and marking by all of the student groups and the external examiners. The approach of providing group and individual marks was appropriate to measure individual and group efforts. Allocation of an equal group mark to all team members based on collaboration was said to be simple, fair and acceptable. The external examiners were impressed by the quality of work and commended the high pass rate of 92%. Both the students and the external examiners found that the marking system had been greatly improved and were very pleased that the inconsistency problems in marking and guidance were resolved. Despite the positive feedback, the students suggested that they should be given the flexibility to use their own cases for the assignment provided it could enable them to achieve all the learning outcomes. This could enable them to bring their work experience in the construction process to enrich learning amongst students. Students sometimes did not attend the formative guidance sessions because they were not compulsory. Morgan et al. (2004) suggest that one way to make formative assessment count is simply to make it compulsory. In fact, compulsory formative assessment was incorporated in another similar projectbased building construction module at Final Year level where students were

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 59 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE required to attend all feedback sessions and to take discussion minutes for submission in their final report for assessment. Consequently the passing rate could achieve 100%. Judging from this positive feedback, the multiple assessment strategies for this module can be said to be successful and effective in promoting learner autonomy, motivating students and achieving learning outcomes. All of the student groups confirmed that they enjoyed the self-directed learning and could apply communication and team work skills to solve the problem. They also acquired the fundamental knowledge of framed buildings and sustainable design as well as report writing skills, as illustrated by their well founded design proposals and precise reports. The external examiners were all very pleased with the results, having a pass rate of 92%, a decile range of marks between 51-75 and a median mark of 63. The theoretical assessment framework established in the previous section is appropriate but cannot fully explain the successful post hoc evaluation of this building construction module taught under limited teaching staff and time. An effective formative practice should be based on peer and self assessment supplemented by tutor feedback given at critical stages. Lectures should include an element of transferable skills so that students can learn to apply the skills of analysing different perspectives, negotiating and decision making in the context of interdisciplinary problem solving in construction practice. Disabled students should be provided with intensive assistance for lectures, assignment feedback and written submission. Consistent marking should be effectively achieved by using the same tutor for guidance and marking the related task in the assignment, as agreed by all of the student groups and the external examiners. Individual and group marks should be awarded to encourage individual research effort and collaboration for group work. An equal mark for all team members in respect of collaboration assessment is simple, fair and acceptable to students. As such, this approach is more effective and efficient for assessing group marks. Further steps for enhancing this multiple assessment strategy include allowing students to use their own cases for problem-solving assignments so that they can bring in their experience and skills to share with others, and to make the formative assessment compulsory, whether graded or ungraded. Based on this experience, the study found that student learning and diversity can be well supported by a multiple assessment strategy using group-based problem-solving assignment projects. Conclusions Because the learning outcomes of construction-related subjects are usually related to the practical knowledge and skills required for construction projects, there is a strong argument that their assessment should be based on a group-based problem-solving assignment rather than traditional examination. The case study demonstrates that the existing assessment theories should be improved to suit construction-related subjects. A Full Multiple Assessment Strategy should be adopted, which can achieve the objectives of student

T.Y.M. Lam: A Group Based Multiple Assessment Strategy for Construction-related Subjects 60 Journal for Education in the Built Environment, Vol. 3, Issue 2, December 2008 Copyright © 2008 CEBE motivation, learning autonomy and learning outcomes. This strategy comprises the following elements: group-based work; problem-solving based on rich cases and supported by transferable skills; formative assessment provided at critical stages; flexible assessment for students in diverse contexts; guidance and marking by the same tutor; simple and fair collaboration assessment. Formative assessment should be adopted to provide regular feedback to improve student learning, based on peer and self assessment by students themselves and supplemented by tutor guidance provided at the critical stages of briefing, sketch design and detailed design. Given the constraint of tight resources faced in higher education nowadays, this strategy allows tutors to provide students with sufficient feedback. Compulsory formative assessment can be adopted to ensure students attend all feedback sessions to make the most of formative assessment. This can be achieved by asking them to record discussion results and take minutes for submission in their final report for assessment. The Full Multiple Assessment Framework was developed from the empirical results of the critical case at Anglia Ruskin University. It is not the intention of this study to form a universal assessment framework for construction-related subjects in all other institutions. It is recommended that before the framework is implemented in other institutions, it should be refined by examining the strengths and weaknesses of the existing assessment system using the qualitative case study approach adopted by this research. The Full Multiple Assessment Framework can also form the basis on which further research can build to develop effective assessment models for group-based problem-solving subjects in other fields like social science and medicine. To develop an effective assessment framework for professional courses, key research questions should cover the existing assessment strategy and its context, key issues and problems encountered, feedback from students and external examiners, and adaptation of the group-based multiple assessment framework to suit a specific context.

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