Skip to main content
Short Communication | Acta Pedagogia Asiana | Volume 1 - Issue 1 - 2022 | 9-17 | https://doi.org/10.53623/apga.v1i1.66
© 2022 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Writing Essay as Essential Assessment in Groundwater Contamination Course

Author(s): Tony Hadibarata 1 , Muhammad Syafrudin 2
Author(s) information:
1 Environmental Engineering Program, Faculty of Engineering and Science, Curtin University, CDT 250, Miri, Malaysia
2 Department of Artificial Intelligence, Sejong University, Seoul 05006, Korea

Corresponding author

Acta Pedagogia Asiana

Volume 1 - Issue 1 - 2022

 About the journal
Submit your article
An essay was used as an assessment to illustrate a certain way of thinking and attitude of a student. The essay demonstrates the student's utmost degree as an author with a cognitive and affective style. The study aimed to provide a simple description of the essay as an assessment and critical function in the Groundwater Contamination course of the Environmental Engineering Program offered by Curtin University Malaysia. Groundwater Contamination is designed for students of environmental engineering and covers a number of topics, including groundwater characterization, contaminant transport processes in groundwater flow systems, migration and chemical development of contamination plumes, and groundwater remediation. No correlation exists between essay length (word count) and report or presentation grades, while there was a strong relationship between the student mark and essay content (R2 = 0.88), but a moderate relationship to essay format (R2 = 0.55). Overall, the students at Curtin University Malaysia were able to meet the Course Outcome of Groundwater Contamination and the Program Outcome of Environmental Engineering because of the essay they wrote as a test.
Read Full-Text
Previous article
Next article

McNamara, D.S.; Crossley, S.A.; Roscoe, R.D.; Allen, L.K.; Dai, J. (2015). A hierarchical classification approach to automated essay scoring. Assessing Writing, 23, 35–59. https://doi.org/10.1016/j.asw.2014.09.002.

Wolfe, E.W.; Song, T.; Jiao, H. (2016). Features of difficult-to-score essays. Assessing Writing, 27, 1–10. https://doi.org/10.1016/j.asw.2015.06.002.

Hunt, S.K.; Simonds, C.J.; Hinchliffe, L.J. (2000). Using student portfolios as authentic assessment of the basic communication course. Journal on Excellence in College Teaching, 11, 57-77.

Barkaoui, K. (2010). Explaining ESL essay holistic scores: a multilevel modeling approach. Language Testing, 27, 515–535. https://doi.org/10.1177%2F0265532210368717.

Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18, 7–24. https://doi.org/10.1016/j.asw.2012.10.002.

Brown, G. (2010). The Validity of Examination Essays in Higher Education: Issues and Responses. Higher Education Quarterly, 64, 276-291. https://doi.org/10.1111/j.1468-2273.2010.00460.x.

Gabinete, M.K.L. (2013). Assessment focus on essay of university students: the case between language- and non-language based courses in two private universities. Language Testing in Asia 3, 5. https://doi.org/10.1186/2229-0443-3-5.

Melekhina, E.A.; Levitan, K.M. (2015). Assessment System in Writing Essays by Graduate Students. Procedia - Social and Behavioral Sciences, 200, 482-489. https://doi.org/10.1016/j.sbspro.2015.08.099.

Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 2018, 29-40, https://doi.org/10.1016/j.stueduc.2018.02.003.

Ghiatău, R.; Diac, G.; Curelaru, V. (2011). Interaction between summative and formative in higher education assessment: students’ perception. Procedia - Social and Behavioral Sciences, 11, 220-224. https://doi.org/10.1016/j.sbspro.2011.01.065.

Havnes, A.; Smith, K.; Dysthe, O.; Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27, https://doi.org/10.1016/j.stueduc.2012.04.001.

Bell, B.; Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85, 536-553. https://doi.org/10.1002/sce.1022.

Granberg, C.; Palm, T.; Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955, https://doi.org/10.1016/j.stueduc.2020.100955.

Van der Kleij, M.; Vermeulen, J.A.; Schildkamp, K.; Eggen, T.J.H.M. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment Assessment in Education: Principles, Policy & Practice, 22, 324-343. https://doi.org/10.1080/0969594X.2014.999024.

Van der Kleij, F.M.; Cumming, J.J.; Looney, A. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education: Principles, Policy & Practice, 25, 620-637, https://doi.org/10.1080/0969594X.2017.1374924.

Schildkamp, K.; van der Kleij, F.M.; Heitink, M.C.; Kippers, W.B.; Veldkamp, B.P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602

Read Full-Text
About this article

SUBMITTED: 02 March 2022
ACCEPTED: 22 May 2022
PUBLISHED: 25 May 2022
SUBMITTED to ACCEPTED: 82 days
DOI: https://doi.org/10.53623/apga.v1i1.66

Cite this article
Hadibarata, T., & Syafrudin, M. (2022). Writing Essay as Essential Assessment in Groundwater Contamination Course. Acta Pedagogia Asiana, 1(1), 9–17. https://doi.org/10.53623/apga.v1i1.66
Keywords
Groundwater contamination writing essay assessment bloom taxonomy
Accessed
533
Citations
0
Share this article