Revistes Catalanes amb Accés Obert (RACO)

Learning Opportunities Through a Student Generated Assessment Tool

Joan Ploettner

Abstract


The development of learning autonomy and the acquisition of professional discourse in an additional language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This pilot study explores the use of formative and self and peer assessment in the teaching of professional discourse in an ICL-HE context. It examines how student generation and application of an instrument to assess written professional discourse creates a knowledge building environment (KBE) and opportunities for learning and tracks the learning behaviour trajectory of one student. Interaction analysis is applied to audio and video data collected during a professional discourse writing activity. Classroom data provides evidence for the creation of KBE and opportunities for learning. Longitudinal data collected from one student reveals increasing orientation toward the learning object. The student generation of assessment instruments is a viable formative assessment technique in ICL-HE contexts.

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Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL)

ISSN 2013-6196
Legal Deposit Number (Spain) B. 23873-2013
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