Defining Flipped Assessments

Much has been written about the flipped classroom and strategies to implement a flipped approach to classroom teaching (Bergmann & Sams, 2012; Bishop & Verleger, 2013; Doman & Webb, 2017 & 2015), so much that the idea of a flipped classroom has spread across the world, being utilized in many fields of study for all ages of students. In the flipped approach, work normally completed in class—such as the attainment of knowledge through lectures or explicit teacher-fronted instruction—is moved from the classroom to the home, and homework (problem-solving, writing, etc.) is done in class (Bergmann & Sam, 2012; Webb & Doman, 2016).

Yet, no one has to date extended concepts about the flipped approach to assessment practices for second language learning. As an evaluation tool, the flipped approach serves to make assessments more authentic—bridging the gap between contrived, traditional evaluations to real-life authentic evaluations. However, because flipping an assessment requires a dramatic shift in paradigms for teachers and learners, questions arise about how to best implement flipped assessments.

In this article, based on a session presented at the 2017 TESOL convention in Seattle, Washington, USA, we exhibit examples of how flipped assessments can be utilized. As part of an ongoing investigation into the flipped classroom, we have provided in related publications qualitative and quantitative data to support the flipped approach, most notably its correlation to student achievement in the ESL/EFL classroom. In workshops at previous TESOL conventions, we showed participants the benefits and drawbacks of flipping, the difficulties encountered when embarking on the flipped journey, tools used to flip mini-lessons, and resources to supplement the flipped approach. Additionally, we shared software that assists in establishing a smooth flipped classroom with participants in hands-on activities. What was special about the 2017 workshop, though, was that participants delved into the idea of flipping their assessments as they worked in small groups to develop a listening assessment after viewing examples of how the flipped approach worked with other language skill-based assessments.

Examples of Flipped Assessments

When applying the same fundamental concepts to assessments, tests meant to be completed in the classroom can be worked on at home as well, although not in the same vein as a take-home paper-based test; such assessments might look more like a task or project leading to a final grade. The flipped approach sees learning as a process, not a product; therefore, a flipped assessment should focus on the process of learning, not solely on the final product. Flipped assessment happens in the flow of learning rather than at the end of learning. It allows the learner and teacher to measure individual strengths and weaknesses and focus on distinct learning needs. It is frequent and interactive, and it checks the user’s progress and understanding throughout the learning process to identify learning gaps and allow for appropriate teaching adjustments.

Consider some examples of flipped assessments to get a better idea of how this might be achieved. First, for a traditional writing assessment, many teachers might assign an essay to be completed and allow students to turn in one or two drafts before submitting the final product. However, a flipped essay assessment for tertiary-level English language learners might look something like the following.

Writing Assessment Description

Students are to write an analytical essay describing literary techniques used in a book.

1. Students create collages of three important quotes they want to use in their essays and briefly present them to the class.

2. Students paraphrase those quotes in a scored paraphrase assignment and turn in a short reflection on how they went about paraphrasing.

3. The teacher grades the paraphrases using student-generated rubrics.

4. Learners write short reflective plans on how to improve their paraphrases for their essays.

5. Students write their essays and turn in all previous work in portfolios. Paraphrases are rescored as a portion of the essay rubric.

6. Learners meet with the teacher to discuss first draft grades and comments.

7. Students rewrite their papers. They submit reflection papers or video/voice recordings about major changes made and why they were made.

8. Teachers grade the final drafts.

9. Learners do multimodal reflections.

Grading for this assignment might appear as:

5% Collage presentation
10% Metacognitive reflection
15% Uploaded paraphrase assignment goals
20% Portfolio
50% Final essay grade

Flipped components for such an assessment, however, might include the following.

1. Watch a video lesson about the quote collaging assignment before class and work on the collage in class.

2. Watch a video lecture on paraphrasing and complete a short online practice quiz, with multiple attempts allowed and encouraged, prior to coming to class. Students work on paraphrasing in class.

3. In class writing is begun and formal online peer reviews completed in class and at home via the learning management system. Learners receive homework points for finishing online peer reviews.

4. At home, students watch a video lecture of the teacher addressing common issues on the course papers. Students write short online reflections for homework points about the biggest take-away of the lecture.

Listening Assessment Description

For a typical listening test, a normal teacher might play an audio file and have students listen one or two times while answering comprehension questions about the listening passage. A teacher who follows best assessment practices might play the audio file and have students engage in a discussion or do some research before answering questions about the listening passage. A teacher utilizing a flipped authentic assessment approach, though, might create a more interactive flipped listening assessment, one that could involve the following steps.

1. Engage students in a prelistening activity of matching new vocabulary words with corresponding pictures.

2. While listening to the audio file, students complete a handout, which asks them to take notes individually and make connections with themes in the listening passage.

3. The teacher collects the notes, which form part of the assessment.

4. After listening once, small groups generate questions they believe ought to appear on the final test.

5. For the postlistening activity, students summarize and respond to the theme of the listening passage. They do so using screencasts or videos of themselves, or even better, tap into any of their multiple intelligences for creating a product that embraces their response. This might be a poem, rap song, art work made from nature, or any other creative product.

6. Students take the listening test, which includes student-generated items.

7. Finally, learners reflect on the theme as well as the difficulty of the listening assignment.

The grade breakdown for this assessment might be:

20% Notes
20% Multimodal summaries and responses
50% Listening test
10% Reflection

Flipped components for the assessment include the following.

1. Students watch a short video lecture online about the components of the flipped listening test and how it may be different from prior listening tests. They complete short discussion responses in an online forum that serve as initial reflections about the lecture.

2. Students plan out their postlistening activities in class via storyboards. They start working on the activities in class and, when finished, submit their projects on a discussion forum at home.

3. Students watch a short video lecture demonstrating an example of the oral or written reflection component.

Flipped assessments are beneficial, as in the essay and listening tests described above, because there are more opportunities to engage with the test material, and you can involve analyzing, synthesizing, and evaluating information—all crucial higher order thinking skills. In the 21st century, these skills are invaluable to student success both inside and outside the classroom.

How to Create Flipped Assessments

Before writing a flipped assessment, consider these questions:

1. What are the learning goals?

2. How will you determine the knowledge gap?

3. How will you map out a strategy to obtain the goals leading students to mastery?

After identifying an assessment end product, think of creative ways to meet these goals. Allow students opportunities to work on the assessment in chunks, completing parts of the assessment in ways that encourage them to use their individual multiple intelligences, work steadily to reach the goals, and reflect in all steps along the way. By giving students active roles in the assessment process, you will reinforce student buy-in, and they will submit superior end products.

Conclusions

It is important as teachers to create assessments that involve the real-world skills of analyzing, synthesizing, and evaluating information that students can use outside of the classroom. Assessments should measure learners’ skills that have been acquired in the classroom and are realistic as to what students can and should be able to do. One-size-fits-all evaluations should be avoided in favor of assessments that measure skills. By changing how we think of assessments, teachers can better measure how students will perform real-life tasks.

References

Bergmann, J.,, and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, Or.: International Society for Technology in Education.

Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the meeting of the American Society for Engineering Education, Atlanta, GA.

Doman, E., & Webb, M. (2015). Benefits of flipping an EFL classroom in Macao. In E. Doman (Ed.), Reframing English Education in Asia (pp. 157–176). Salt Lake City, Utah: American Academic Press.

Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8, 102–141. doi: 10.1002/tesj.264

Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains of learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 1–29.

Dr. Evelyn Doman is an associate professor of TESOL in the School of Education at the University of Guam. Her research interests include teacher training, learner autonomy, and technology-enhanced language learning.

Marie Webb is a doctoral candidate in English composition and applied linguistics at Indiana University of Pennsylvania and a TESOL instructor at Anaheim University. Her research interests include teacher education, directed self-placement, technology-enhanced language learning, and narrative and arts-based inquiry.