Learning Opportunities Through a Student-generated assessment tool

The development of learning autonomy and the acquisition of professional discourse in a second language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This action research study explores the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Joan Ploettner
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2015
Materias:	Higher education ICL-HE Assessment Professional discourse Learning Behavior Tracking Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/47dd46e089c74740a66c5d5e203dc5c2
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:47dd46e089c74740a66c5d5e203dc5c2
record_format	dspace
spelling	oai:doaj.org-article:47dd46e089c74740a66c5d5e203dc5c22021-11-25T13:21:42ZLearning Opportunities Through a Student-generated assessment tool10.5565/rev/jtl3.6282013-6196https://doaj.org/article/47dd46e089c74740a66c5d5e203dc5c22015-12-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/628https://doaj.org/toc/2013-6196 The development of learning autonomy and the acquisition of professional discourse in a second language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This action research 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. Joan PloettnerUniversitat Autònoma de BarcelonaarticleHigher educationICL-HEAssessmentProfessional discourseLearning Behavior TrackingSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 8, Iss 4 (2015)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Higher education ICL-HE Assessment Professional discourse Learning Behavior Tracking Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Higher education ICL-HE Assessment Professional discourse Learning Behavior Tracking Special aspects of education LC8-6691 Language and Literature P Joan Ploettner Learning Opportunities Through a Student-generated assessment tool
description	The development of learning autonomy and the acquisition of professional discourse in a second language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This action research 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.
format	article
author	Joan Ploettner
author_facet	Joan Ploettner
author_sort	Joan Ploettner
title	Learning Opportunities Through a Student-generated assessment tool
title_short	Learning Opportunities Through a Student-generated assessment tool
title_full	Learning Opportunities Through a Student-generated assessment tool
title_fullStr	Learning Opportunities Through a Student-generated assessment tool
title_full_unstemmed	Learning Opportunities Through a Student-generated assessment tool
title_sort	learning opportunities through a student-generated assessment tool
publisher	Universitat Autònoma de Barcelona
publishDate	2015
url	https://doaj.org/article/47dd46e089c74740a66c5d5e203dc5c2
work_keys_str_mv	AT joanploettner learningopportunitiesthroughastudentgeneratedassessmenttool
_version_	1718413433022447616

Learning Opportunities Through a Student-generated assessment tool

Ejemplares similares