The Role of Assessment in Improving Education and Promoting Educational Equity

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Dear authors,

Your manuscript touches on an important topic that is highly topical in Australia, New Zealand, and the UK at the moment. The focus on such a pertinent topic underscores the paper's relevance in contemporary educational discourse.

I've included specific comments and suggested changes in the attached PDF. 

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Strengths

One of the key strengths of this research is its comprehensive scope. The paper aims to thoroughly explore the multifaceted impact of assessment, particularly focusing on its role in addressing the needs of multicultural learners. This focus is especially timely given the increasing diversity in classrooms and the pressing need for inclusive educational practices. By aligning with these realities, the research provides a valuable framework for understanding how assessment can be leveraged to support all learners.

A particularly noteworthy contribution is the emphasis on culturally responsive assessment. This aspect, often neglected in traditional educational discourse, is vital for addressing the unique needs of diverse learners. 

Areas that Need Improvement

1. While the abstract captures the paper's overarching goals, it lacks specificity regarding the methods and frameworks employed in the research. For instance, it remains unclear whether the exploration of assessment will be conducted through theoretical analysis, empirical studies, or case studies. Providing this information would help readers better understand the research approach. Similarly, within the paper link the research questions that you are answering to the method and framework for this paper. 

2. The manuscript touches the surface of what assessment is. In the second paragraph, you provided a broad definition of assessment. However, there is no mention or definition for the two key types of assessment: formative and summative. In this area of assessment, it is essential to note these two types and define them. In the PDF, I have provided some directions. 

3. A deep dive into the purpose of assessment or why we assess from a teacher's pedagogical purpose is also needed. I feel that this is barely touched on. 

4. When describing and providing examples of types of assessment practices, they are mainly summative types of assessment. I ask that you provide examples of formative assessments that are used within lessons. 

If these aspects are addressed, especially regarding formative and summative assessment, the research has the potential to make a substantial contribution to educational policy and practice. Grounding its analysis and recommendations in rigorous evidence and providing actionable insights will further enhance its impact.

Kindest regards

 

 

Comments for author File: Comments.pdf

Author Response

I would like to express my sincere gratitude for your insightful comments, both in the accompanying text and within the article itself. All changes made to the article in response to your feedback have been highlighted in red in the new submission file.

1. "While the abstract captures the paper's overarching goals, it lacks specificity regarding the methods and frameworks employed in the research. For instance, it remains unclear whether the exploration of assessment will be conducted through theoretical analysis, empirical studies, or case studies. Providing this information would help readers better understand the research approach. Similarly, within the paper link the research questions that you are answering to the method and framework for this paper". comment 1 is addressed in the abstract (page 1) and in more detail in the introduction (page 2).

2. "The manuscript touches the surface of what assessment is. In the second paragraph, you provided a broad definition of assessment. However, there is no mention or definition for the two key types of assessment: formative and summative. In this area of assessment, it is essential to note these two types and define them. In the PDF, I have provided some directions". 

   3. "A deep dive into the purpose of assessment or why we assess from a teacher's pedagogical purpose is also needed. I feel that this is barely touched on".

   comments 2 and 3 are addressed in the introduction (pages 2-4).

   4. "When describing and providing examples of types of assessment practices, they are mainly summative types of assessment. I ask that you provide examples of formative assessments that are used within lessons".

   comment 4 is addressed on pages 8-9.

    

   Additional changes made in response to the comments in the document can be found highlighted in red on pages 6 and 7.

   I hope you find these revisions satisfactory and welcome any further feedback.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

I read the article with interest because of its important topic. However, I did not find solutions offered that went beyond common knowledge.  For instance, the suggestion about classroom assessment was not connected to the influence of accountability tests.  Second, while there were principles noted (Walker) to improve the relationship of assessment to learners, no clear  examples were given.  The article read to me as here is a problem, but without suggestions solutions.There were also allusions to the hold of commercial testing, but it was focused on the testing organizations and not on the consumers at policy levels who continue to purchase the tests (often because their constituents want them). I also was distracted by some of the writing, such as reusing the same word within or in adjacent sentences, miss Should the authors wish to revise,  I'd suggest providing references for assertions and finding examples of solutions to the problem.

Comments on the Quality of English Language

I  was distracted by some of the writing, such as the duplication of the same word in adjacent sentences, where a synonym could have been used, misspelling of Shepard in text.

Author Response

Thank you for your thoughtful review and valuable comments. Your primary concern, as we understand, was the lack of novel solutions beyond existing knowledge. In response, please refer to the final chapter entitled "Toward Desirable Outcomes: Balancing Current Reality with Feasible Solutions." While we have not highlighted every change in red, the entire chapter has been revised to emphasize that while some of the proposed solutions may exist in the literature or in practice, we believe that they have not been sufficiently integrated or emphasized in terms of assessment's impact on educational practice. Moreover, even when solutions have been proposed, they are often not implemented in many countries. Therefore, this chapter seeks to outline the necessary steps to be taken by various stakeholders to ensure the sustainability of these solutions beyond theoretical frameworks. We hope you find that this chapter adequately addresses your concern.

In response to the request to enhance the theoretical framework, we have made several revisions throughout the paper, which are highlighted in red. Additionally, we have made efforts to improve the English language of the paper, and we hope you find it to be suitable and meet your expectations

We hope you find these revisions satisfactory and welcome any further feedback.

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

Dear authors,

I commend you on the significant changes made as suggested. It was important to clearly describe the main assessment categories, summative and formative.

Kindest regards

Author Response

I am grateful for the reader consideration. I am happy to have fulfilled the requirements.