Journal of Elementary Education

Volume 28, No. 1, pp. 109-121

Perceptions of University Teachers about Integrated Assessment

Approaches towards Learners’ Holistic Development

Sadruddin Bahadur Qutoshi*, Muhammad Ramzan**and Javed Iqbal*

__________________________________________________________________

Abstract
This research aims to address the question, ‘how the perceptions of teachers about Integrated
Assessment Approaches contribute towards learners’ holistic development’. The participants of
this qualitative case study were purposefully selected for semi-structured interviews from three
head of departments and focused group discussions from two groups comprises six members each.
The study revealed that research participants mostly rely on assessment as ‘of’ learning
approaches to assess learning of students, but to some extent they also give importance to other
assessment approaches such as assessment as ‘for’ learning. Moreover, findings suggest that to
focus on holistic development of learners, teachers to employ learning responsive pedagogies.
However, teachers assert that they face many challenges in widening the knowledge domain of
learners as the nature of assessment hardly focuses 20% of the curriculum during semester for
promotions to the next level. The study recommends that by introducing an integrated assessment
approaches could enable teachers to orient self with a wider picture of curriculum and pedagogies
which could better focus on how to increase their knowledge domain. To this end, research highly
recommends institutions to provide training and resources to staff to apply integrated assessment
approaches in their institutions for holistic development of learners.

Keywords: Integrated assessment approach, assessment as ‘of’ learning, assessment as ‘for’

learning, learners’ holistic development, learning responsive pedagogies.

* Assistant Professors, Email: [email protected]

** Professor, Karakoram International University, Gilgit Baltistan
Perceptions of UT about Integrated AA towards Learners’ Holistic Development 110

Introduction

The educative practices of schools especially higher educational institutions show that
there exist a huge space to fill in areas of Integrated Assessment Approaches (IAA) in
order to improve both teaching and learning (Qutoshi, 2016; Lee, 2005). The approaches
to integrated assessment would be linked with different levels of information related to
assessment of attitude, skill, knowledge, performance, and other learning related
activities and projects during a course of study. Such approaches to assessment would
incorporate not only variety of assessment tools and techniques, but also involve multiple
levels of stakeholders (such as teachers, peers, head of departments etc.) to get insight
about learning of learners through a systematic assessment † . Such a systematic
assessment according to Rea-Dickins and Poehner (2011) is also known as dynamic
assessment that integrates multiple approaches to assess learners, which focuses on the
‘activity of their own development’ (p. 5).

In the context of Pakistan the practices of educational institutions at university

level appear to be less supportive to the idea of such an integrated assessment that has an
inclusive nature. The idea of using an inclusive assessment and or integrated assessment
appears to be embedded within the philosophy of how curriculum, teaching and learning
activities facilitate student’s learning in a wider perspective – i.e., the holistic
development of learners (Daewani, 2012). Thus an inclusive assessment is a kind of
integrated assessment which can provide a wider picture of the development of an
individual/learner group of people and/or projects. The integration of such approaches to
assessment enables teachers to think about an inclusive view of assessment as ‘of’
learning, assessment as ‘for’ learning and assessment as ‘through’ learning of learners
that lead towards assessing holistic development of learners (Qutoshi, 2016). However,
the universities, including the research cite, relying on isolated models of assessment
such as: 1) single framed assessment, 2) one aspect focused assessment, 3) concepts of
only summative or only ‘formative assessments’ (Gibbs & Simpson, 2004; Muzaffar,
2015), and 4) not a fair mix of both summative and formative assessments etc., could not
provide a wider picture of holistic development of learners.

The nature of this project is thus to explore how an IAA that is linked with authentic
assessment focusing on learning development of learners are perceived by teachers in
educational institutions. The idea of Callison (1998) and Luitel and Taylor (2003) about

†
Assessing learning through systematic way means collecting authentic evidence of learning i.e., evidence
based assessment that shows a developmental trend (focusing on how learning of learners is assessed and to
what extent such learning shows progressive trend). The systematic assessment has a step by step assessing
of students’ learning progress.
Sadruddin, Ramzan & Javed 111

authentic assessment was to introduce an assessment that is evidence based from real life
situations where students perform tasks, engage in a process of developing their
understanding, and give students an opportunity to demonstrate the full range of their
abilities rather than memorizing things. So, it could be termed as meaningful assessment
that gives curriculum and instruction a guideline on how to improve learning (Youth,
2001 as cited in Luitel, 2003). Thus, by introducing such an approach to assessment at
Duikar University‡ (DU) would enable both teachers and learners leading them towards
achieving the broader vision of the university. By exploring the perceptions and practices
of teacher and heads of departments the researchers came up with an inclusive view of
assessment that can contribute towards holistic development of learners.

In this paper, with such an interest of education, the purpose of this research was
to: 1) explore the perceptions of teachers and heads about assessment in the context;
2) introduce a fair mix of diverse approaches to assessment which contribute towards
holistic development of learners: and 3) explore insights about an integrated assessment
system which encourage teachers to concentrate on holistic development of learners.

Literature Review

Assessment and its Concepts in Education.The term assessment appears to be very much
familiar to every educated person (i.e., a learner) in the world. To this end, the basic
understanding about the term is directly linked to tests and testing (concepts associated
with assessment). Thus, assessment means to gather or collect all relevant information
about a student’ progress and achievement in knowledge and skills gained as a result of a
teaching course in formal schooling during a particular period of time (Rowntree, 1990).
However, in doing so there are many ways to achieve this objective depending upon who
decides what is to be assessed, who carries out the assessment (Hargreaves, 2001), where
the assessment takes place, how the results obtain and interpret, and what happens next
after getting these results.

In particular, each of these questions can be reflected in the light of existing

practices to see how things are going on in an educational institution especially at
university level. The role and responsibility of those who teach students and have the
authority to decide to test their learners matters to a great extent in terms of its
effectiveness. Therefore, teachers should use learner centered pedagogies such as the
student-centered approach to teaching (Qutoshi & Poudel, 2014) which could enable the
learner to be an active partner to teacher(s) in the whole educational endeavour.

‡
A pseudonym used instead of real name of the university
Perceptions of UT about Integrated AA towards Learners’ Holistic Development 112

While on the other hand all or some of the decisions related to assessment are carried out
by an external agency- may be an examination board, testing service or independent body
etc. (Callaghan & Greaney 2001; Rowntree, 1990). Whatever, the practices of assessment
might be, the question is what the relationship between teaching and assessment is, and
how teaching is viewed in the light of the market needs that could enable a learner to get
the required knowledge, skills and develop an attitude which expose them as holistically
developed learners. However, the concept of assessment for different assessors may
differ in terms of their objectives or purpose of assessment for which they assess by using
different types of assessment tools.

Fundamental classifications of assessments. A review of the literature and practices of

assessment shows that assessments can be classified according to two basic categories: 1)
their purpose - summative assessments versus formative assessment; and 2) their scope of
content -classroom assessments versus accountability assessments (Black &William,
2009). Therefore, the purpose of assessment in schools, colleges and universities should
be linked to test a learner that to what extent s/he has learnt and it is purely an assessment
of learning not an assessment for learning (Gipps, 1996 in Little and Wolf; Black, 1998).
However, the former appears to be linked to assessment for grading and promotion
purposes but not for the purpose of learning of a learner to test (Wiliam, 2017). Whereas,
the latter is highly focused on the learning of learners and may not be used as for grading
and promotions.

In the process of collecting the evidences regarding the learning of a learner and
decide about the level of learning there exist many kinds of assessment approaches.
According to Brown (2001) these approaches could be diagnostic assessment,
performance assessment, alternative assessment, construct response assessment, group
assessment, peer assessment, self-assessment, oral examination, unknown examinations,
projects, presentations, multiple choice questions, portfolios, and computer aided
assessments to name but a few (Brown, 2001, Luitel, 2003; Muzaffar, 2015). However,
two commonly known concepts of assessments are assessment as ‘for’ learning and
assessment as ‘of’ learning (Qutoshi, 2016), which are basically the forms of formative
and summative assessments respectively (Luitel, 2003; Race, 1998).

Assessment as ‘of’ learning and assessment as ‘for’ learning. Assessment as ‘for’

learning is learner centered ways to supportive techniques that are used to address the
learning needs of individuals or groups, and provide timely yet constructive feedback to
make corrections and improvements in their learning. While in assessment as ‘of’
learning is simply a form of assessment that just focuses on what learners have learnt, and
report accordingly without further actions on learning of learners (Hargreaves, 2001;
Sadruddin, Ramzan & Javed 113

Qutoshi, 2016). The former focuses on the continuous support and assistance to the
learner through an exploration of his or her learning and providing a feedback on it.
While the latter focuses on the promotion of learner to the next grade by summing up the
total learning in the form of written questions answers only.

Thus, formative assessment is focused on enabling learners to make sense of

their learning and such type of assessment represents metaphor of assessment as ‘for’
learning (Qutoshi, 2016) and it is linked with pedagogies and the process of teaching and
learning practices to see how learning can be embedded within the system of assessment
(Hargreaves, 2001) to ensure effective learning outcomes-the learning that occurs as a
result of step by step progress of learners guided by the feedback from teachers. Such an
incremental way of progress of learning could be termed as developmental assessment.
While assessment as ‘of’ learning is purely looking at the end of a course or semester or
at the end of the year, and focuses on whether a student is passed or failed a course
depending upon the level of reproduction of the content taught and/or learnt in a formal
settings.

Diverse range of studies (Luitel, 2003; Muzaffar, 2015; Qutoshi, 2016) show that
the assessment as ‘of’ learning is: 1) One dimensional; 2) Summative; 3) Apart from the
curriculum, but drives the teaching (‘teaching for the test’); 4) Inauthentic; 5) Context
independent; and 6) Inflexible. While assessment as ‘for’ learning is: 1)
multidimensional; 2) Formative; 3) Integrated into the curriculum; 4) Authentic; 5)
Context embedded; and 6) Flexible. However, the nature and purpose of assessments
both are the decisive factors for test takers to use in their own context to see the learning
outcomes of students (Twing & Boyle, 2010).

A Theoretical Framework for an Integrated Assessment Approach. Approaches to

Integrated assessment are ways to combining many other factors which indirectly or
directly affect the learning outcomes of learners in schools. This paper focuses on a
simple model based on four main components: 1) The process of assessment; 2) The
institutional arrangements for the assessment; 3) The tools of assessment (particularly the
indicator set); and 4) The products of assessment- periodical reports and data sets (Hardi,
Pinter, & Turner, 1998; Lee, 2005).

Before discussing on processes of assessment with reference to a part of IAA it is

very important to know the existing practices of educational institutions where teachers use
educational assessments in their day-to-day classroom activities to monitor student progress
in different ways. However, it is vital for teachers and other stakeholder to know how
teachers perceive such aspects of assessment while assessing their learners. Every
institution has its own way to assessment process based on their concept of assessment,
Perceptions of UT about Integrated AA towards Learners’ Holistic Development 114

design of assessment, administration of assessment, evaluation of assessment and reporting

of assessment data with learners, parents, and other stakeholders of the schools (Twing &
Boyle, 2010). Because of these different views, processes and purposes, no assessment is
one-size-fits-all. Thus, every assessment design serves a particular role in an education
system and has its own shortcomings when used for a purpose beyond its intended use.

So, educational assessments are conducted in a variety of ways and their

outcomes can be used for a variety of purposes. Moreover, in a complete, inclusive and
integrated assessment system, all of the assessments are coherently designed to work
together in support of student achievement. Therefore, IAA is a system that facilitates
teachers, students, and administrators to focus on learning outcomes by incorporating
almost all kinds of basic, skills, knowledge, and attitude to be assessed in an integrated
form of assessment. One of the basic examples of integrated assessment could be
programmed for International Student Assessment (PISA) that focuses on numeracy,
reading and science knowledge and skills of age 16 learners. With the help of PISA
assessment one can take decision about the success rate of these students in their future
occupations. IAA is a complete or comprehensive way to look at different aspects of
learning and skills of learners. Such an approach can provide a wider picture of
competencies of learners that leads towards holistic development of learners.

Methodology

In this study, the purpose of inquiry was to know how a holistic, in-depth investigation
(Zainal, 2007) of research participants’ beliefs and views about an integrated assessment
approach in the context of DU Gilgit. To this end, we found a qualitative case study
design more appropriate to conduct this study in order to achieve our desired objectives.
According to (Yin, 1994) a case study research methodology is an approach to research
that focuses on how to collect data using different sources in a real life situation to
explore a problem under investigation. Such a way of data collection enables the
researcher to improve data credibility (Patton, 1990; Yin, 2009).

However, the credibility of data highly depends upon the nature and purpose of
sample selected from a particular population (all teachers and head of departments of two
campuses of DU). Therefore, the researcher selected two groups from each campus of
DU consisting of six teachers (2 from Faculty of Natural Sciences, 2 from the Faculty of
Social Sciences and 2 from Faculty of Education) by using purposive sampling
techniques. In a case study design such a sample well justifies for focused group
discussions, therefore, we collected data from these two groups through focused group
discussion techniques.
Sadruddin, Ramzan & Javed 115

On the other hand we have selected only three head of departments for semi-
structured interviews by using purposive sampling techniques. To this end, the
researchers developed an interview guideline with an open ended questions before
conducting these interviews. The use of multiple sources (such as semi structured
interviews and focused group discussions in this case) enabled us to ensure the
authenticity of data that were collected (Denzin & Lincoln, 1994).

The case study approach to research demands to ensure highest level of care
while engaging with the whole process of data collection and analysis. Therefore,
relevant data were carefully and purposefully collected that enabled us to proceed
systematically for data analysis. Analyzing data means "… pattern matching, linking data
to propositions, explanation building, time-series analysis, logic models, and cross-case
synthesis" (Yin (2009, p. 26). Whereas Stake (2000) explains that categorical aggregation
and direct interpretation are two types of analysis that researcher can use. In the process
of analysis, we have focused on how to ensure data clarification, tabulation of the data
into expressive forms that further helped us to generate themes. This stage of analysis
helped us to well organize themes into meaningful manner so as to generate a final list of
selected themes.

Findings and Discussions

Using a thematic analysis, as mentioned in the methodological part of this paper, we

came up with key findings under following thematic areas such as: 1) approaches to
assessment practices; 2) perceptions of stakeholders about IAA; and Implications and
challenges for universities to use IAA.

Approaches to assessment practices

Some interesting findings emerged after analyzing data collected through focused group
interviews. The participants expressed their views and beliefs that they are mostly relying
on summative assessment practices for the purpose of grading and promotions.
Metaphorically speaking the perceptions of research participants reveal that their
assessment approaches can be termed as assessment as ‘of’ learning. Such approaches
are narrowly conceived notions of assessment which focus on only what the learner can
reproduce (Applebee, 1996; Luitel, 2003; Qutoshi, 2016). These assessment practices are
detached from teaching practices and can be expressed in the form of assessment as an
add-on activity (Luitel, 2009). That means assessment begins when teaching finishes.
One of the participants explained such practices in these words,
Perceptions of UT about Integrated AA towards Learners’ Holistic Development 116

… Midterm exam and semester exam with a structured way of assessment cannot
contribute to improve the learning of students because the way teaching is going
on and assessment is conducted does not respond each other…when teaching
ends, assessment begins. So, there is a huge gap between teaching and
assessment that needs to remove to focus more on powerful earning’. (Interview,
May 20, 2017)

In a response to a question another participant further explains that ‘… the scope

of such tests is limited towards learning and very traditional approach to assessment
which focuses on labeling learners with pass/fail in a particular subject’. Moreover,
another participant explained similar views such as,

Our assessment pattern (i.e., Nature of question paper and level of responses to
our questions…) hardly covers 20% of curriculum… and if a student obtains
80% marks… does this level of achievement lead towards wider picture of
learning or a narrowly conceived view of student learning… to address such kind
of issues of assessment and teaching we need to provide a comprehensive view
of broader area of curriculum through contextually supportive teaching
techniques…’

One can infer that canonical ways of assessment practices which are structurally
detached from pedagogical activities could not enable learners to make sense of their
learning as part of both teaching and assessment. To address these culturally
disempowering natures of teaching, learning and assessment practices, innovative yet
learning responsive teaching and assessment practices are highly desired to make a
difference in the lives of learners (Qutoshi, 2016).

However, participants’ responses about their diverse range of activities support

other approaches such as formative assessment. The evidences from both semi-structured
interviews from three head of departments and focused group discussions enabled the
researchers to infer that they are also using some assessment approaches which contribute
students’ learning. One of the participants explains further that ‘… we engage students in
presentations of their assignments in class, creative writing activities, debates,
discussions on topics, e/portfolios and other forms of assessing students learning through
reflections on their learning, to name a few’. (Interview, May 20, 2017)
Sadruddin, Ramzan & Javed 117

Perceptions of Practitioners about IAA

Sharing their views about an approach that is an inclusive and integrated one the
university teachers and heads of departments appear to agree with the ideas that using
multiple yet diverse nature, scope and purpose of assessment practices could widen the
domain of students’ learning. Perhaps, to them, exposing learners with multidimensional
ways of assessment of their learning in an inclusive and integrated manner can better
contribute towards holistic learning. One of the participants elaborated her views about
such a view of IAA,

… Yes, I do agree with the idea of integrated assessment approach that to me,
could be used both summative and formative assessment tools by giving them
equal importance. In so doing, we can achieve both the purposes of assessment
for grading as well as assessment for learning. (Interview, May 20, 2017)

Asking a question about the nature of IAA that should be an authentic yet
developmental in scope (Luitel, 2003; Qutoshi, 2016) the findings show that some of the
teachers hold interesting views about what does it mean to be authentic and
developmental for an assessment to be an integrated and inclusive? Responding to the
question, some of the participants were this to say‘… gathering assessment data with
clear indicators of what and how students have learnt and at which stage they have
reached as comparative to their previous position in terms of their skill, attitude and
knowledge domain’. (Interview, May 20, 2017).

However, none of the participants could explain the metaphor of assessment as

‘through’ learning (Qutoshi, 2016) which highly demands assessors to be very creative
yet innovative towards employing a diverse range of assessment tools to collect authentic
data about learners’ performance not only in a developmental trend but also in an
inclusive manner. Such an assessment could be a form of transformative assessment that
is embedded within the philosophical underpinnings of holistic development of learners.
The findings posits that assessors, practitioners/teachers need to develop a wider
understanding of assessment as ‘through’ learning approaches in order to empower their
learners for their holistic development that appears to be missing in the current situation.

Implications and Challenges in Adopting IAA

It was found a consensus among the research participants during both focused group
discussions from teachers and semi-structured interviews from head of departments that
educational institutions, especially universities need to introduce IAA to empower their
learners with a wider domain of knowledge, skills, values and dispositions. A participant
was this to say,
Perceptions of UT about Integrated AA towards Learners’ Holistic Development 118

‘I think our assessment practices need to reflect critically from the standpoint of
its nature, process and type of tools that we use in our assessment practices.
Reflections can inform us where we are and where we need to go in order to
improve better learning of learners who can face the challenges of today’s
competitive world. (Interview, May 28, 2017)

Probably reflections on self and others in a socio-pedagogical lifeworld of

practitioners in educational institutions can enable reflective practitioners i.e., the
assessors to suggest new ways of looking at assessment practices, linking with
curriculum shades and pedagogical approaches which can be responsive towards
contributing the holistic development of learners (Qutoshi &Poudel, 2014; Qutoshi,
2016). However, such kind of engagements appear to be missing in everyday practices of
academia, yet they seem to focus on taken for granted ways of teaching and assessment
notions (appear to be embedded within their everyday educative endeavours) that could
not contribute towards powerful learning of university graduates.

While posing a question it came to know that participants highly support the idea
that there is no way to ignore the benefits of an inclusive approach to assessment yet it
appears to be very challenging for institutions if there exists gaps between resources,
knowledge, skills and attitude of teachers, head of departments and the commitment of
institutions towards such a challenging job to perform. One of the participants expressed
his concerns,

… The implications for adopting such a system of assessment lead to challenge

the status quo and to bring reforms in the existing system of assessment…
however, bringing reforms is not so simple in terms of human as well as material
resources that would facilitate and ensure powerful learning by introducing
enabling pedagogies. (Interview 28 May, 2017)

Sharing possible challenges to adopt IAA most of the participants seem to agree
that such reforms in assessment practices would lead institutions to improve all kinds of
resources including human. However, one of the participant expressed his concerns that
‘assessors, especially the senior professors may resist switching to another form of
assessment that is naive to them and may force them to revisit their own approaches to
teaching’. (Interview 28 May, 2017)

One of senior heads of departments expressed that ‘the challenges for institutions
to adopt an IAA not only depend upon the required level of available skilled and
knowledgeable workforce along with other necessary resources but also the mindset of
the workforce towards change’. (Interview 28 May, 2017)This infers that bringing a
Sadruddin, Ramzan & Javed 119

positive change in the practices of educational institutions is a challenging job yet not
impossible depending upon the commitment of the institutions to what extent they want
to get benefit of this system and how to handle all possible challenges to achieve the
objectives of IAA.

Conclusion

The research findings significantly support the notion behind an extensive reliance on
summative assessment practices deeply embedded within the cultural disempowering
nature of educative practices in the context of university education in Pakistan. However,
the beliefs and perceptions of teachers and head of departments reveal that the activities of
teachers which they used to do in a very limited scope explain their familiarity with
formative approaches to assessment. To think about a wider interest of education
stakeholder must critically reflect upon their existing practices in the light of their beliefs
and perceptions by embracing the questions of the kind, ‘how can we improve the learning
of our students the way we are assessing’ (Whitehead, 1989). Research findings show that
stakeholders, especially teachers appear to make their own meaning of IAA to improve
students’ learning at university level. Perhaps, un/consciously believing in a narrowly
conceived view of education with a particular mid-set, the practitioners appear to elaborate
their views of integrating both traditional assessment approaches - the summative
assessment such as mid-term tests and end semester exams etc., as well as re/formative
assessment approaches - the formative assessments such as reflections, creative writings,
e/portfolios to name a few. However, to make better sense of an IAA from the standpoint of
emancipatory interest of education (Habermass, 1972) they need to develop clear
understanding of assessment as ‘through’ learning approaches as inclusive yet authentic
developmental ones which can contribute towards holistic development of learners.
Research reveals that adopting an IAA would lead institutions to revisit their existing
practices and embrace a broader view of education that could contribute holistic
development of their learners. However, having culturally disempowering nature of
educational systems with limited knowledge, poor skills, and lack of positive attitude of
people at different levels of educational institutions creating an enabling environment that
could empower learners with a wider view of education seem challenging.

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