scholarly journals Assessing language learning in virtual exchange: suggestions from the field of language assessment

2021 ◽  
Vol 4 ◽  
pp. 33-49
Author(s):  
Jiyoon Lee ◽  
Shannon Sauro
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Use ◽  
Language Assessment ◽  
Assessment Tools ◽  
Self Report ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Language Competence ◽  
Do So

This goal of this paper is to enhance VE practitioners’ language assessment literacy. To do so, it begins with an overview of assessment practices commonly used in VE for evaluating the complex and multifaceted nature of language competence. These include the following: (1) approaches that evaluate change in learners’ language use over time, (2) approaches that employ pre- and posttest to evaluate learning outcomes, and (3) approaches that rely on student self-report or self-documentation of learning.  Based on this overview, we then look to the field of language assessment for guidelines on the selection and use of classroom-based and standardized assessment tools and practices. Using an existing VE practice scenario, the authors provide an example of language assessment selection and development.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Does Language Assessment Facilitate Recent Immigrants' Participation in Canadian Society

1994 ◽  
Vol 11 (2) ◽  
pp. 117 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Language Use ◽  
Language Assessment ◽  
Minority Populations ◽  
Assessment Practices ◽  
Canadian Society ◽  
Recent Immigrants ◽  
Systemic Barriers

Reviewing studies of the functions of language assessment for recent immigrants to Canada, this article suggests that a fundamental criterion-whether or not language assessment facilitates immigrants' participation in Canadian society-be used to evaluate whether assessment practices and policies are able (1) to overcome institutional or systemic barriers that recent immigrants may encounter, (2) to account for the range and qualities of language use that may be fundamental to specific aspects of Canadian life, and (3) to prompt majority populations and institutions to better accommodate minority populations.

scholarly journals Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice

2018 ◽  
Vol 8 (3) ◽  
pp. 345
Author(s):  
Muhammad Umer ◽  
Mohamad Hassan Zakaria ◽  
Moayad Ahmad Alshara
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Teacher Assessment ◽  
Theory And Practice ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Assessment Tasks ◽  
Efl Teachers ◽  
Teacher Assessment Literacy

Teacher assessment literacy (TAL) is believed to have positive impact on student learning outcomes. Therefore, attempts are made, especially, in advanced educational contexts to increase TAL. In the context of Saudi higher education, available empirical evidence indicates that EFL teacher assessment literacy is replete with loopholes. This mixed-method research investigated Saudi EFL teachers’ construction of assessment tasks, the influence the tasks had on students’ learning and the extent to which teachers’ assessment practices were in alignment with recommended assessment practices. The data were collected through analyzing teachers’ summative assessment tasks and a student survey with both close and open-ended questions. Apart from the participants’ responses to the open-ended questions of the survey, the data went through quantitative data analysis for frequencies and percentages. The findings revealed a serious incongruity between teachers’ assessment tasks and course learning outcomes. For instance, higher order learning outcomes were not assessed at all. Most of the tasks were selected-response questions (SRQs). As confirmed by the survey data, the assessment tasks mainly triggered memorization as a learning strategy. Therefore, suggestions are made that university teachers’ professional development with particular focus on their assessment literacy is placed at the center of higher education policies. Without valid assessment in place, the edifice of Saudi (higher) education system may lose its efficacy. 

scholarly journals The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 120-130
Author(s):  
Ildikó Csépes
Keyword(s):  
Teacher Education ◽  
Large Scale ◽  
Classroom Assessment ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Research Findings ◽  
Assessment Decisions ◽  
Context Specific

Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.

scholarly journals English language assessment in Bangladesh today: principles, practices, and problems

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Md Shaiful Islam ◽  
Md Kamrul Hasan ◽  
Shahin Sultana ◽  
Abdul Karim ◽  
Mohammad Mosiur Rahman
Keyword(s):  
Language Learning ◽  
English Language ◽  
High Stakes Testing ◽  
Language Assessment ◽  
Assessment Methods ◽  
Teacher Education Programs ◽  
English Language Learning ◽  
Assessment Practices ◽  
High Stakes ◽  
Goals And Objectives

AbstractThe achievement of curriculum goals and objectives, to a large extent, depends on how assessment methods are designed, implemented, monitored, and evaluated. English language learning in Bangladesh has miserably failed, and ineffective assessment methods may be largely attributed to this failure. This paper attempts to address various aspects and issues of English language assessment in Bangladesh in relation to English language learning as a curricular reform and the education policy of the country. The analysis revealed that there was always a gap between the principles of assessment embedded into the curriculum and the actual assessment practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the learners, and the instructors need to be liberated from this vicious policy. The review concluded with a recommendation that teachers need to develop assessment literacy through teacher education programs that are essential to helping teachers to acquire knowledge, skills, professionalism, and assessment expertise.

Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID

2020 ◽  
Author(s):  
Rihana Shiri Mason ◽  
Lisa Fitton ◽  
Ryan L. James ◽  
Yaacov Petscher
Keyword(s):  
Learning Environments ◽  
Oral Language ◽  
School Environment ◽  
Language Assessment ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
The Novel ◽  
Due Diligence ◽  
Novel Coronavirus ◽  
The Right

The novel coronavirus (COVID-19) has altered learning environments. These changes have shed light on several factors that make assessing oral language skill, a foundational component of reading development, even more challenging under current conditions. Oral language is the way that we communicate our thoughts and ideas. Three factors related to ways in which we can raise our oral language assessment LITeracy by considering children’s: 1) Language variation, 2) Individual differences, and 3) the Technological considerations of the school environment during the upcoming year are discussed. Taking account of these three factors is a first step in ensuring equitable assessment. In order to make strides in preventing inequitable assessment practices we provide general recommendations to help overcome the challenges faced in the current climate and future learning environments. Choosing the right oral language assessment means: 1) being inclusive of the language, dialect, and individual variation that is reflected in your classroom. 2) embracing all of the oral language 3) anticipating how the data from an assessment can be linked to instructional practice and 4) making time to do your due diligence.

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