126232 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023S)
Learning-oriented (and technology-enhanced) language assessment
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 13.02.2023 00:00 bis Di 21.02.2023 12:00
- Anmeldung von Mi 01.03.2023 12:00 bis Mo 13.03.2023 12:00
- Abmeldung bis Fr 31.03.2023 23:59
Details
max. 17 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Mittwoch
08.03.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
15.03.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
22.03.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
29.03.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
19.04.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
26.04.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
03.05.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
10.05.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
17.05.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
24.05.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
31.05.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
07.06.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
14.06.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
21.06.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
28.06.
18:15 - 19:45
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment will be based on students' own/group work, continuous assessment (classwork/homework), one group presentation and critical evaluation of a digital tool for LOLA purposes, one written rationale for a LOLA-enhanced teaching unit based on performance data, and one final individual written assignment.
Mindestanforderungen und Beurteilungsmaßstab
Attendance (max. 2 absences)1. Classwork/homework (individual/in pairs/groups) incl. online activities, reading tasks and in-class participation (20%)
2. Presentation and critical evaluation of a digital tool for LOLA (in groups) (20%)
3. Written proposal and rationale for a LOLA-enhanced teaching unit based on performance data (in groups) (30%)
4. Final written assignment, 1,500-2,000 words, uploaded in Moodle (30%)Three of the four components as well as the overall score must be positive.Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
2. Presentation and critical evaluation of a digital tool for LOLA (in groups) (20%)
3. Written proposal and rationale for a LOLA-enhanced teaching unit based on performance data (in groups) (30%)
4. Final written assignment, 1,500-2,000 words, uploaded in Moodle (30%)Three of the four components as well as the overall score must be positive.Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Continuous assessment based on classwork/homework, presentation and critical evaluation of a digital tool for LOLA, rationale for a LOLA-based teaching unit, final written assignment, as listed above.
Literatur
Carless, David. 2007. “Learning-oriented assessment: Conceptual bases and practical implications”. Innovations in Education and Teaching International 44(1), 57-66.
Gebril, Atta (ed.). 2021. Learning-oriented language assessment: Putting theory into practice. New York: Routledge.
Hamp-Lyons, Liz. 2017. “Language assessment literacy for language learning-oriented assessment”. Papers in Language Testing and Assessment 6(1), 88-111.
Jones, Neil; Saville, Nick. 2016. Learning oriented assessment: A systemic approach. Cambridge: Cambridge University Press.
Turner, Carolyn; Purpura, James. 2016. “Learning-oriented assessment in second and foreign language classrooms”. In Tsagari, Dina; Banerjee, Jayanti (eds.). Handbook of second language assessment. Berlin, Boston: De Gruyter, 255-274.
Gebril, Atta (ed.). 2021. Learning-oriented language assessment: Putting theory into practice. New York: Routledge.
Hamp-Lyons, Liz. 2017. “Language assessment literacy for language learning-oriented assessment”. Papers in Language Testing and Assessment 6(1), 88-111.
Jones, Neil; Saville, Nick. 2016. Learning oriented assessment: A systemic approach. Cambridge: Cambridge University Press.
Turner, Carolyn; Purpura, James. 2016. “Learning-oriented assessment in second and foreign language classrooms”. In Tsagari, Dina; Banerjee, Jayanti (eds.). Handbook of second language assessment. Berlin, Boston: De Gruyter, 255-274.
Zuordnung im Vorlesungsverzeichnis
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Letzte Änderung: Fr 10.03.2023 20:08
Unlike other assessment approaches, learning-oriented language assessment (LOLA) focuses clearly and unambiguously on assessment in the service of language learning. This course, building on the contents of the assessment course in the BEd programme, elaborates on the elicitation and interpretation of L2 performance evidence with a view to promoting better learning. We will discuss differences and similarities between LOLA and related concepts (e.g. formative assessment, alternative assessment, dynamic assessment), explore various dimensions of LOLA (e.g. contextual, interactional, instructional, affective), and develop a repertoire of practical techniques for LOLA. We will focus specifically on the role of feedback in enhancing learning and on the conditions under which feedback is effective. With information technologies and artificial intelligence playing an increasingly important role in language assessment, particular attention will be paid to how technology can enhance LOLA.The major aims are to
• develop an understanding of the various concepts and dimensions of LOLA
• learn to implement LOLA systematically in the classroom
• understand the types, functions and effects of feedback in LOLA
• learn to make effective use of technology to support LOLAMethods:
Individual/pair/group work, discussion of readings, mini lectures/input, group presentations, critical reflection on and evaluation of assessment instruments and empirical data