Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks

Coderch, Marion . (2024) Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks. Enhancing Teaching and Learning in Higher Education

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Título Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks
Autor(es) Coderch, Marion
Materia(s) Filología
Abstract In this paper, we share our experience of using portfolio-based tasks to assess integrated skills in German and Spanish language modules at level C1. The modules, delivered during the academic year 2022-23, are part of the institution-wide language provision at Durham University, which means that students come from various disciplines different from Modern Languages. It is argued that this assessment model provides an effective way of developing and testing a wide range of skills (subject-specific as well as transferable) within a community of learners coming from different disciplinary and academic backgrounds. The assessment system we have used is based on the principles of flexibility and choice. Throughout the year, students build up a body of work where they record and reflect on the experiences of a person living in a country where the target language is spoken. The portfolio contains both formative and summative submissions, so that students can benefit from the feedback received for formative tasks to fine-tune their summative work. In this regard, the system involves a combination of assessment for learning and assessment as learning. Every submission integrates different language skills, as well as transferable skills such as decision-making, autonomy, creativity, critical thinking and intercultural knowledge. Besides adding authenticity to the assessment tasks, the development of these skills is aligned with the principles of education for sustainable development (AdvanceHE, 2021). At the end of the paper is an explanation of what has been learned from the use of this assessment system, as well as the aspects that could be enhanced and those that could be improved in future editions.
Palabras clave modern foreign languages
language assessment
sustainable assessment
assessment for learning
assessment as learning
portfolio-based assessment
Editor(es) Durham University
Fecha 2024-02-29
Formato application/pdf
Identificador bibliuned:DptoFiloClas-Articulos-Mcoderch-0005
http://e-spacio.uned.es/fez/view/bibliuned:DptoFiloClas-Articulos-Mcoderch-0005
DOI - identifier https://doi.org/10.62512/etlhe.2
ISSN - identifier e-ISSN: 2755-9475
Nombre de la revista Enhancing Teaching and Learning in Higher Education
Número de Volumen 1
Página inicial 87
Página final 96
Publicado en la Revista Enhancing Teaching and Learning in Higher Education
Idioma eng
Versión de la publicación publishedVersion
Tipo de recurso Article
Derechos de acceso y licencia http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
Tipo de acceso Acceso abierto
Notas adicionales La versión registrada de este artículo, publicada por primera vez en Enhancing Teaching and Learning in Higher Education:(2024) Vol. 1: p.87-96 Disponible en la Universidad de Durham: https://doi.org/10.62512/etlhe.2
Notas adicionales The registered version of this article, first published in Enhancing Teaching and Learning in Higher Education:(2024) Vol. 1: p.87-96 Available at Durham University: https://doi.org/10.62512/etlhe.2

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Creado: Wed, 13 Mar 2024, 19:51:26 CET