scholarly journals Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience

2020 ◽  
Vol 23 (2) ◽  
pp. 168-192
Author(s):  
Nwara Abdulhamid ◽  
Janna Fox
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Language Assessment ◽  
Language Instruction ◽  
Assessment Tools ◽  
Structured Interviews ◽  
Leverage Points ◽  
Support Resources ◽  
Achievement Measures ◽  
Additional Support

This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback. 

Implementing Portfolio-Based Language Assessment in LINC Programs: Benefits and Challenges

2013 ◽  
Vol 30 (1) ◽  
pp. 69 ◽  
Author(s):  
Daniel Ripley
Keyword(s):  
Second Language ◽  
Language Education ◽  
Language Assessment ◽  
Pilot Project ◽  
Language Instruction ◽  
Assessment Tools ◽  
Second Language Education ◽  
Mise En Œuvre ◽  
Semistructured Interviews ◽  
Canadian City

Although earlier research has examined the potential of portfolios as assessment tools, research on the use of portfolios in the context of second-language education in Canada has been limited. The goal of this study was to explore the benefits and challenges of implementing a portfolio-based language assessment (PBLA) model in Language Instruction for Newcomers to Canada (LINC) programs. Data were gathered through semistructured interviews with four LINC instructors involved in a PBLA pilot project in a large Canadian city. Similar interviews were con- ducted with a representative of Citizenship and Immigration Canada, and a de- veloper of the PBLA model. Participants identified both benefits and challenges related to PBLA implementation. Based on their feedback, recommendations for future implementation are provided.Bien que la recherche antérieure ait porté sur le potentiel des portfolios comme outils d’évaluation, la recherche sur leur emploi dans l’éducation en langue sec- onde au Canada est limitée. L’objectif de cette étude est d’explorer les bienfaits et les défis relatifs à la mise en œuvre d’un modèle d’évaluation linguistique reposant sur le portfolio (PBLA) pour la formation dans les cours de langue pour immi- grants au Canada (CLIC). Les données ont été recueillies par le biais d’entrevues semi-structurées avec quatre enseignants de CLIC impliqués dans un projet pilote PBLA dans une grande ville canadienne. Des entrevues similaires ont eu lieu auprès d’un représentant de Citoyenneté et immigration Canada et d’un développeur du modèle PBLA. Les participants ont identifié les bienfaits et les défis relatifs à la mise en œuvre du modèle PBLA. En s’appuyant sur leur rétroac- tion, on fournit des recommandations visant la mise en œuvre à l’avenir.

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

scholarly journals Using Mobile-based Formative Assessment in ESL/EFL Speaking

2021 ◽  
Vol 9 (1) ◽  
pp. 117
Author(s):  
Mahedi Hasan ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Widespread Application ◽  
Effective Utilization ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Speaking Skill ◽  
Good Number

With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers.

scholarly journals THE EFFECTIVENESS OF ICT IN TEACHING THE PREFIX PEN-

2020 ◽  
pp. 187-194
Author(s):  
Sanisah Rahim ◽  
Nuraishah Mahmood
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Information And Communication ◽  
The Subject ◽  
Level Of Understanding

This study examines the effectiveness of Information and Communication Technology (ICT) as one of the Formative Assessment tools in the teaching and learning of Malay Language grammar. This study focuses on the level of understanding and understanding of pupils on the lessons learned through the application of Nearpod. The subject involved in this study were 26 students of Primary 4. They are from middle and high progress students. Through Nearpod Application, teachers can monitor and evaluate students' learning-related lessons. Teachers are able to give immediate feedback as students’ responses will be flashed on the projector screen. Peer assessments are also used in this lesson. Through teacher observation, the Nearpod Application was successfully used as one of the Formative Assessment tools. The findings show that 90% of students are able to understand the use of prefix peN- clearly. This application can also arouse students’ interest to learn Malay in a fun environment.

scholarly journals Identifying the Weaknesses of Formative Assessment in the e-Learning Management System

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Hamed Abbasi Kasani ◽  
Gholamreza Shams Mourkani ◽  
Farhad Seraji ◽  
Hojjat Abedi
Keyword(s):  
Formative Assessment ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Assessment Tools ◽  
Structured Interviews ◽  
The Status ◽  
Data Content ◽  
E Learning ◽  
Learning Management

Background: Assessment is one of the most important elements of any educational system, including the e-learning. Formative assessment is also a significant type of assessment, which plays a very important role in identifying students’ strengths and weaknesses and helping to improve learning in the e-learning system. Objectives: The purpose of this study was to identify weaknesses of formative assessment in the e-learning management system of Iran (case study: Shahid Beheshti University). Methods: The present study was qualitative research. The participants of the study consisted of the students of the e-learning Center of Shahid Beheshti University of Iran, 15 of whom were selected using a purposive sampling method. Semi-structured interviews were used to collect data. Content analysis was also used to analyze the data. Results: Formative assessment in the e-learning management system of Shahid Beheshti University suffers from eleven substantial weaknesses: weakness in technology infrastructure resources, not using other formative assessment tools, weakness in giving and receiving feedback, inability to authenticate, weakness in class presentations, weakness in exercises and projects, weakness in online tests, weakness in discussions, inattention to formative assessment, restrictions on uploading assignments and activities, and observance of the ratio of teachers to students. Conclusions: The above weaknesses should be taken into consideration for the improvement of formative assessment, student learning, and the status quo.

scholarly journals The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections

2021 ◽  
Vol 14 (4) ◽  
pp. 93
Author(s):  
Anchalee Jansem
Keyword(s):  
Foreign Language ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Study Data ◽  
Language Instruction ◽  
Small Scale ◽  
Structured Interviews

This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.

Making It A Reality: Using Standards-Based General Education Science and Math Curriculum To Teach Vocabulary and Language Structures to Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 99-104 ◽  
Author(s):  
Michele Caputo Boruta ◽  
Kara Bidstrup
Keyword(s):  
General Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Language Intervention ◽  
Assessment Tools ◽  
National Standard ◽  
Math Curriculum ◽  
Instructional Activity ◽  
Education Science

Abstract Students who use AAC to access vocabulary and language typically receive much of their language intervention in a classroom environment. Given this, it is important to teach emerging vocabulary and language concepts as well as academic content when delivering curriculum to students who use AAC. In this article, we will focus on identifying the language level of the student, providing him or her with a linguistically based AAC system, and delivering language intervention within the context of standards-based science and math curriculum. In addition, we will show how a standards-based science and math curriculum can serve as an excellent platform for language instruction. We will also discuss and demonstrate backwards planning as a method to create authentic and meaningful lessons for students who use AAC. The sample lessons will include a national standard, that standard reframed into an appropriate language target, assessment tools, strategies for teaching and learning, and an instructional activity and materials.

Students’ Activity Increase As Important Task of Foreign Language Teaching Process

2015 ◽  
Vol 4 (2) ◽  
pp. 34-37
Author(s):  
Николаева ◽  
Viktoriya Nikolaeva ◽  
Сенина ◽  
N. Senina
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Development Program ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Activity Increase ◽  
University Of Cambridge ◽  
The Republic ◽  
Faculty Of Education ◽  
Teachers Professional Development

The article focuses on formative assessment; it demonstrates a range of formative assessment tools used by experts in trainers` teaching and learning assessment within levelled courses in the regions of the Republic of Kazakhstan.Authors demonstrate the meaning of new approach to assessment and Expert’s actions in trainers’ preparation for further training teachers within levelled courses of teachers’ professional development program designed by AEO “Nazarbayev intellectual schools” and Faculty of Education, University of Cambridge.

scholarly journals Localized English for Ngapak Javanese Speakers as Language Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 85
Author(s):  
Agus Husein As Sabiq
Keyword(s):  
Teaching And Learning ◽  
Language Instruction ◽  
Structured Interviews ◽  
Central Java ◽  
Positive Attitudes ◽  
Local Dialect ◽  
Phonological Features ◽  
Cost Efficient ◽  
English Classroom ◽  
Bahasa Indonesia

This study aimed to investigate the use of local dialect as language instruction in the English classroom and its demotivating factors for Ngapak Javanese speakers. There were four English teachers and 132 students from four schools in the Ngapak Javanese community participating in this research by semi-structured interviews and questionnaires. The findings showed that local variety influenced students’ phonological features, stressing, and intonation. The teachers were indicated having positive attitudes toward the use of local dialect of English. However, they provoked the students to use Bahasa Indonesia as their second language in switching and mixing the code in the teaching and learning process. Lack of vocabulary mastery was also one of the obstacles faced by the teachers. Teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. Ngapaknese English could be suggested as a pedagogical implication in the sense of Western Central Java because it is more popular, feasible and practical for students. It also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient.

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