Universität Wien

126232 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023S)

Learning-oriented (and technology-enhanced) language assessment

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
Moodle

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).

Details

max. 17 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Wednesday 08.03. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 15.03. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 22.03. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 29.03. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 19.04. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 26.04. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 03.05. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 10.05. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 17.05. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 24.05. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 31.05. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 07.06. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 14.06. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 21.06. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
  • Wednesday 28.06. 18:15 - 19:45 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17

Information

Aims, contents and method of the course

Aims and contents of the course:
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 LOLA

Methods:
Individual/pair/group work, discussion of readings, mini lectures/input, group presentations, critical reflection on and evaluation of assessment instruments and empirical data

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%.

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.

Association in the course directory

Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811

Last modified: Fr 10.03.2023 20:08