Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education

Rouffet, Charline; Beuningen, Catherine van; Graaff, Rick de

doi:10.1080/09571736.2022.2025542

Cited by 15 publications

(19 citation statements)

References 26 publications

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“…This is the reality student teachers face when entering the field of FL teaching. Spoken interaction in particular is a skill often neglected in FL classrooms in the Netherlands (Fasoglio & Tuin, 2017;Rouffet, Van Beuningen & De Graaff, 2021).…”

Section: The Added Value Of Idts In the Foreign Language Classroommentioning

confidence: 99%

Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy

Goodnight

Beuningen

Graaff

2022

Journal of Language and Cultural Education

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Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.

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Section: The Added Value Of Idts In the Foreign Language Classroommentioning

confidence: 99%

Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy

Goodnight

Beuningen

Graaff

2022

Journal of Language and Cultural Education

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“…Teachers can continuously improve students' achievement (Moss & Brookhart, 2019). In the student-centered approach, students could share the rubrics as a "constructive alignment" (Biggs, 1996;Rouffet et al, 2022), i.e., enhancing the alignment of learning, instruction, and assessment. Positive effects were marked in a Science class (Zhang et al, 2022), writing assignments (Rouffet et al, 2022), and a review about a problemsolving project in senior secondary school Mathematics (Heitink et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…In the student-centered approach, students could share the rubrics as a "constructive alignment" (Biggs, 1996;Rouffet et al, 2022), i.e., enhancing the alignment of learning, instruction, and assessment. Positive effects were marked in a Science class (Zhang et al, 2022), writing assignments (Rouffet et al, 2022), and a review about a problemsolving project in senior secondary school Mathematics (Heitink et al, 2016). However, no consensus has been reached since the results were inconsistent and different parameters were compared in different cases.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Different Types of Rubrics in a Hong Kong Secondary School

Chu

2022

JINOTEP

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Rubrics were traditionally a perfect choice for assessing performance. Yet, most rubrics and previous research only focused on its traditional summative aspect, limiting its functions, or even leading to some inappropriate usage or misconception of using rubrics. As formative assessment was found to favor low-achieving students, it has become increasingly popular that rubrics can also be used for formative use and help reduce learning diversity. In this study, different types of rubrics in a Hong Kong Secondary School were investigated, which has been a popular tool that has been widely used among various subjects as an assessment tool. The classification of the rubrics based on different learning areas unveiled that distinct learning areas tended to use heterogeneous rubrics, so the implementation and learning outcomes were then reviewed. It was also noted that a rubric was used for formative assessment in a newly developed STEM curriculum, hence the effectiveness was examined.

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“…There has been limited research attention given to alignment in language learning contexts, with few studies examining the alignment between the intended and assessed curriculum (Kong, 2015;Rouffet et al, 2022), the intended and enacted curriculum (Tekir & Akar, 2018;Umar, 2018;Wotring et al, 2021), and the enacted and assessed curriculum (Papageorgiou et al, 2020;Timpe-Laughlin, 2018). A consistent finding across these studies is that there is partial alignment among the curricula investigated, meaning that learners may not be taught or assessed on all of the knowledge, skills, and competences they are expected to develop.…”

mentioning

confidence: 99%

“…A consistent finding across these studies is that there is partial alignment among the curricula investigated, meaning that learners may not be taught or assessed on all of the knowledge, skills, and competences they are expected to develop. To our knowledge, only two studies (e.g., Kong, 2015;Rouffet et al, 2022) have examined the alignment between the intended and assessed language learning curriculum. However, the assessed curriculum in both of these studies was operationalized as classroom tests administered within schools.…”

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confidence: 99%

Examining the Content Alignment Between Language Curriculum and a Language Test in China

Wallace

Ke²

2023

TEFLIN

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This study examined the content alignment between an English as a foreign language skills curriculum and a provincial language test in China. When there is misalignment in the content between the standards of a curriculum and a test, conclusions about student abilities and teaching effectiveness can be questioned. To examine this, three categories of alignment were investigated using document analysis and expert judgment: categorical concurrence, range of knowledge correspondence, and balance of representation. Eight reviewers coded the curriculum and test items. Results showed that the curriculum aligned across the three criteria for the listening and reading skills. For the writing skills, the range of knowledge correspondence and balance of representation criteria were met, but categorical concurrence was not. The test did not include speaking items, so there was complete misalignment with that curriculum. The findings showed that the test partially aligned with the curriculum, suggesting that performance may not fully represent students’ ability to meet the curricular standards. We recommend that future tests should comprehensively cover all of the content in the curriculum and when doing so to ensure there is a sufficient number of items measuring each objective. This would improve how accurately interpretations of student performance can be made.

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Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education

Cited by 15 publications

References 26 publications

Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy

Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy

The Implementation of Different Types of Rubrics in a Hong Kong Secondary School

Examining the Content Alignment Between Language Curriculum and a Language Test in China

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