126232 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2022W)
Learning-oriented (and technology-enhanced) language assessment
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 05.09.2022 00:00 to Mo 19.09.2022 08:00
- Deregistration possible until Mo 31.10.2022 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Tuesday
11.10.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
18.10.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
25.10.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
08.11.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
15.11.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
22.11.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
29.11.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
06.12.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
13.12.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
10.01.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
17.01.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
24.01.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Tuesday
31.01.
18:15 - 19:45
Helene-Richter-Saal UniCampus Hof 8 3G-EG-21
Information
Aims, contents and method of the course
Assessment and permitted materials
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.
Minimum requirements and assessment criteria
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%.
Examination topics
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.
Reading list
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.
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: We 05.10.2022 11:49
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 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