CREATIVE ASSESSMENT DESIGN FOR ENGLISH LEARNERS THROUGH STUDENT-CENTERED ENGAGEMENT

Abstract

Assessment, learner engagement, and instructional design all have a central role in improving learning outcomes, making significant use of structured decision methods as well as empirical analysis to support classroom decision making. Creative assessment design, like many pedagogical innovations in the expansion of information, has gained importance since it can help to raise learner well-being and lower the risk of disengagement. This study provides a systematic analytical insight into student-centered assessment changes to two key aspects of learning – on engagement patterns and performance outcomes. This paper applies the analytic hierarchy process model to evaluate the impact of assessment criteria used and learner responses at different levels, and the conditions under which student-centered engagement is carried out. Using a combination of analytic hierarchy process and regression, we analyze quantitative data on assessment strategy and learner engagement indicators. Using data from English learners from secondary to tertiary levels, this study employs the regression framework to estimate the impact of assessment factors related to the student-centered design approach. Findings of this study provide important insights to educators about the role in inducing active learner participation. The results indicate that student-centered assessment has an important positive relationship across multiple dimensions of learner engagement. Educators can apply this analytical framework to effectively redesign their assessment practices and promote more successful learning environments while evaluation conducted by structured decision tools reduces both subjectivity and inconsistency. Furthermore, evidence-based assessment conducted by learner-focused approaches improves engagement outcomes and learning effectiveness for each learner group.