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

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dc.contributor.authorCoderch, Marion
dc.date.accessioned2024-08-21T12:13:20Z
dc.date.available2024-08-21T12:13:20Z
dc.date.issued2024-02-29
dc.description.abstractIn 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.en
dc.description.versionversión publicada
dc.identifier.doihttps://doi.org/10.62512/etlhe.2
dc.identifier.issne-ISSN: 2755-9475
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23237
dc.journal.titleEnhancing Teaching and Learning in Higher Education
dc.journal.volume1
dc.language.isoen
dc.publisherDurham University
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilología Clásica
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subject.keywordsmodern foreign languages
dc.subject.keywordslanguage assessment
dc.subject.keywordssustainable assessment
dc.subject.keywordsassessment for learning
dc.subject.keywordsassessment as learning
dc.subject.keywordsportfolio-based assessment
dc.titleTowards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based taskses
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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