scholarly journals Reliability of Digital Formative Assessment Practices and Instruments

2021 ◽  
pp. 171-193
Author(s):  
Tiago da Silva Carvalho ◽  
Pedro Almeida ◽  
Ana Balula
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Adaptive Learning ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Evaluation Systems ◽  
Mobile Assisted Language Learning ◽  
Collaborative Platform ◽  
Adaptive Learning Systems

The rise of enthusiasts in mobile-assisted language learning (MALL), benefiting from well-established benefits of consuming audiovisual content for autonomous learning, has proliferated during the last decade. Simultaneously, there is constant debate about how reliable digital evaluation systems are, and therefore, what are the best instruments/practices to assess language learning remotely? After contextualizing the motivation for this research, this chapter will provide a rundown of state of the art related to digital learning assessment, with a particular focus on online formative assessment practices and adaptive learning systems, as well as contexts they were implemented. The purpose is to identify valid practices, pinpointing strengths and weaknesses and ending with an assessment instrument proposal for an online collaborative platform (OCP), in which learners—either autonomously, or supported by their EFL teachers—follow steps to get certification in a given communicative skill, by the consuming, mapping, producing, and uploading audiovisual content.

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 Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

2017 ◽  
Vol 3 (3) ◽  
pp. 39-49 ◽  
Author(s):  
Svetlana Titova ◽  
Olga Samoylenko
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Quantitative Research ◽  
Language Skills ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Joint Research Project ◽  
Post Test

This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe-supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

scholarly journals Using Mobile-Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges

2021 ◽  
Vol 5 (2) ◽  
pp. 95-106
Author(s):  
Solihin Solihin ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Learning ◽  
Rural And Remote ◽  
Advantages And Disadvantages ◽  
Mobile Assisted Language Learning ◽  
Library Research ◽  
Research Questions ◽  
Popular Language ◽  
Collection Methods

In the realm of education, information technology (IT), particularly mobile devices and applications, is becoming increasingly popular. Language learning has become one of the areas of education where mobile technology is being used. In Indonesia, Mobile-Assisted Language Learning has been implemented some areas, while it is acknowledged that some areas have not benefited as much as others. Some have questioned whether MALL might be used in their areas, while others have stated that it is unavoidable. The following are the research questions: 1) what are the advantages and disadvantages of using MALL? 2) How feasible is it to utilize MALL in an Indonesian context? The nature of this study is descriptive qualitative. The data collection methods used was library research. Data reduction, data display, and conclusion drawing were the approaches used to analyze the data. This research examines a variety of literature (including peer-reviewed studies) on the benefits and drawbacks of adding MALL into the framework of English as a Foreign Language (EFL) education. The application of these concepts in an Indonesian setting is then examined. Finally, to stay up with global digital learning, this article advocates that MALL be used for EFL teaching in Indonesia. It also suggests that more research be done for each mobile device and app in various parts of Indonesia, particularly in rural and remote places.

scholarly journals Assessment practices in some language centers in public Universities of Ecuador and student proficiency outcomes

2021 ◽  
pp. 241-262
Author(s):  
Evelyn Almeida ◽  
Diana Castillo ◽  
Andrea Rosero
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Evaluation System ◽  
English Language ◽  
Public Universities ◽  
Evaluation Process ◽  
Assessment Practices ◽  
Evaluation Systems ◽  
Close Relationship ◽  
Teaching Learning

This research paper describes the variety of the evaluation process in three language centers of public universities in Ecuador. The main objective is to explore the evaluation practices that are used, their effectiveness in the teaching-learning process and the results obtained in English language learning. Researchers conduct interviews with teachers, principals, and students. In addition, evaluation instruments such as tests and other evaluation materials were analyzed. The study reveals that the students who achieved the highest scores are those who study in a language center which uses a more structured evaluation system. Therefore, the data analysis shows that there is a close relationship between student performance and the evaluation systems applied in the different language centers.

Equitable Assessment Practices

2022 ◽  
pp. 63-84
Author(s):  
Emmy J. Min
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Assessment Tool ◽  
Traditional Approach ◽  
Assessment Model ◽  
Assessment Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Practice

The traditional approach to assessment is being reevaluated as a valid and effective language learning assessment tool because it often fails to account for the specific needs, contexts, and backgrounds of language learners. To make assessment processes more equitable, just, and inclusive, this chapter extends the traditional approach to assessment practice by introducing the equity-minded assessment model, which includes six principles for teachers to use as a framework for creating and evaluating assessments: validity, reliability, practicality, authenticity, washback and equity, and justice and inclusion. The author suggests that the model be used to design, administer, and reflect on the effectiveness of the assessment and as a critical reflective framework and not merely as a checklist of items. Thus, this model can serve to make assessments for learning and not just of learning, thereby making the assessment process equitable and inclusive.

Mobile Testing System for Developing Language Skills

2018 ◽  
pp. 5116-5126
Author(s):  
Svetlana Titova
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Language Skills ◽  
Testing System ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Mobile Testing ◽  
Use Of Technology ◽  
Post Test

This paper investigates the pedagogical impact of both the mobile testing system PeLe and enquiry-based approach on language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project MobiLL by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

Assessing Students in an Authentic and Ongoing Manner in the English Classroom

2017 ◽  
Vol 7 (3) ◽  
pp. 159
Author(s):  
Diego P. Ortega ◽  
Olga E. Minchala
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Positive Impact ◽  
Historical Background ◽  
Assessment Practices ◽  
Testing Procedures ◽  
Authentic Assessments ◽  
Performance Based Assessment ◽  
English Classroom ◽  
Teaching Learning

These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these kinds of assessments can have a positive impact upon (language) learning and enhance teaching as well. Therefore, in order to better apply the aforementioned assessments in the language learning classroom, this article examines authentic assessment vs. standardized assessment, PBA, authentic strategies of PBA, the historical background and conceptualization of formative assessment, the fundamentals and attributes of formative assessment and its applications, as well as it discusses formative assessment within ESL/EFL educational contexts.

scholarly journals Interactive Feedback for Learning Mathematics in a Digital Learning Environment

2021 ◽  
Vol 11 (6) ◽  
pp. 279
Author(s):  
Alice Barana ◽  
Marina Marchisio ◽  
Matteo Sacchet
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Automatic Assessment ◽  
Digital Learning Environment ◽  
Learning Mathematics ◽  
Quantitative Analyses ◽  
Closing The Gap ◽  
Support Students ◽  
Interactive Feedback

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.

scholarly journals Benefits of Adaptive Learning Transfer from Typing-Based Learning to Speech-Based Learning

2021 ◽  
Author(s):  
Thomas Wilschut ◽  
Florian Sense ◽  
Maarten van der Velde ◽  
Zafeirios Fountas ◽  
Sarah Maass ◽  
...  
Keyword(s):  
Language Learning ◽  
Real Time ◽  
Word Learning ◽  
Adaptive Learning ◽  
Learning Algorithm ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Learning System ◽  
Learning Performance ◽  
Adaptive Learning Systems

Memorising vocabulary is an important aspect of formal foreign-language learning. Advances in cognitive psychology have led to the development of adaptive learning systems that make vocabulary learning more efficient. One way these computer-based systems optimize learning is by measuring learning performance in real time to create optimal repetition schedules for individual learners. While such adaptive learning systems have been successfully applied to word learning using keyboard-based input, they have thus far seen little application in spoken word learning. Here we present a system for adaptive, speech-based word learning using an adaptive model that was developed for and tested with typing-based word learning. We show that typing- and speech-based learning result in similar behavioral patterns that can be used to reliably estimate individual memory processes, and we extend earlier findings demonstrating that a response-time based adaptive learning system outperforms an accuracy-based, Leitner flashcard learning algorithm. In short, we show that adaptive learning benefits transfer from typing-based learning, to speech based learning. Our work provides a basis for the development of language learning applications that use real-time pronunciation assessment software to score the accuracy of the learner's pronunciations. The development of adaptive, speech-based learning applications is important for two reasons. First, by focusing on speech, the model can be applied for individuals whose typing skills are insufficient---as is demonstrated by the successful application of the model in an elderly participant population. Second, speech-based learning models are educationally relevant because they focus on what may be the most important aspect of language learning: to practice speech.

scholarly journals Benefits of Adaptive Learning Transfer From Typing-Based Learning to Speech-Based Learning

2021 ◽  
Vol 4 ◽  
Author(s):  
Thomas Wilschut ◽  
Florian Sense ◽  
Maarten van der Velde ◽  
Zafeirios Fountas ◽  
Sarah C. Maaß ◽  
...  
Keyword(s):  
Language Learning ◽  
Real Time ◽  
Word Learning ◽  
Adaptive Learning ◽  
Response Times ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Learning Performance ◽  
Learning Session ◽  
Adaptive Learning Systems

Memorising vocabulary is an important aspect of formal foreign-language learning. Advances in cognitive psychology have led to the development of adaptive learning systems that make vocabulary learning more efficient. One way these computer-based systems optimize learning is by measuring learning performance in real time to create optimal repetition schedules for individual learners. While such adaptive learning systems have been successfully applied to word learning using keyboard-based input, they have thus far seen little application in word learning where spoken instead of typed input is used. Here we present a framework for speech-based word learning using an adaptive model that was developed for and tested with typing-based word learning. We show that typing- and speech-based learning result in similar behavioral patterns that can be used to reliably estimate individual memory processes. We extend earlier findings demonstrating that a response-time based adaptive learning approach outperforms an accuracy-based, Leitner flashcard approach in learning efficiency (demonstrated by higher average accuracy and lower response times after a learning session). In short, we show that adaptive learning benefits transfer from typing-based learning, to speech based learning. Our work provides a basis for the development of language learning applications that use real-time pronunciation assessment software to score the accuracy of the learner’s pronunciations. We discuss the implications for our approach for the development of educationally relevant, adaptive speech-based learning applications.

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