Publicación:
The Future of Assessment in Language Education: What Have We Learnt from the Pandemic?

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dc.contributor.authorCoderch, Marion
dc.date.accessioned2024-08-21T12:17:15Z
dc.date.available2024-08-21T12:17:15Z
dc.date.issued2023-10-28
dc.descriptionEl capítulo publicado corresponde a la versión del manuscrito aceptado. Por este motivo señalamos que la versión aceptada llevaba por título "The future of assessment in language modules: what can we learn from the move to online teaching?" mientras que la versión final publicada pasa a titularse "The Future of Assessment in Language Education: What Have We Learnt from the Pandemic?"
dc.description.abstractThis chapter lays out a framework for the reconsideration of assessment systems used in language modules in the wake of the move to emergency remote teaching. It describes how the principles of holism, flexibility, choice and digital equity have Emerged as the pillars of the reflection on assessment practices, looking into the potential implications of adopting these principles as the default foundations for future assessment systems. A case is made for the design of a model where online assessment grants all students equal opportunities to succeed, regardless of their technical, physical, human and social resources and circumstances, in both face-to-face and online teaching. Several aspects of assessment are considered, such as the nature, planning, scheduling and timing of tasks. The ongoing debate about the proliferation of academic misconduct in assessment practices—not only in language modules but widely in higher education—is factored in the discussion about the implementation of the principles mentioned above. The chapter concludes with a set of practical recommendations aimed at helping teachers to put these principles into practice. In all, the chapter offers language practitioners a resource for reflection and analysis of current and future assessment practices, focusing on how we can make the most of the learnings acquired during the move to online teaching to make assessment more diverse, inclusive and resilient.en
dc.description.versionversión publicada
dc.identifier.doihttps://doi.org/10.1007/978-3-031-35855-5_9
dc.identifier.isbn978-3-031-35854-8
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23368
dc.language.isoen
dc.publisherSpringer Nature
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilología Clásica
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject.keywordsAcademic integrity
dc.subject.keywordsAssessment in language modules
dc.subject.keywordsContinuous assessment
dc.subject.keywordsDigital equity
dc.subject.keywordsInclusive assessment
dc.subject.keywordsOnline assessment
dc.titleThe Future of Assessment in Language Education: What Have We Learnt from the Pandemic?es
dc.typecapítulo de libroes
dc.typebook parten
dspace.entity.typePublication
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