Learning‐oriented assessment: conceptual bases and practical implications

Carless, David

doi:10.1080/14703290601081332

Cited by 443 publications

(345 citation statements)

References 20 publications

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“…This helps learners to explore the possibilities of communicating orally and in writing and of comprehending texts and oral messages to complete the task. Willis (1996) and Carless (2007) acknowledged the importance of this approach because it emphasizes authenticity and communicative activities. For them, when tblt is applied in class, learners assume active roles, and learning and reflections are constant.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

Zúñiga¹

2016

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Implementación de la enseñanza de lenguas mediante tareas para integrar las habilidades lingüísticas de estudiantes en un programa de inglés como lengua extranjera de una universidad colombiana Eulices Córdoba Zúñiga* Universidad de la Amazonia, Florencia, ColombiaThis article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative competence in English. The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context. Furthermore, tasks were meaningful and integrated different reading, writing, listening, and speaking exercises that enhanced students' communicative competences and interaction. It can be concluded that task-based language teaching is a good approach to be used in the promotion of skills integration and language competences.Key words: Integration, language skills, task and communicative competence, task-based language teaching.Este artículo presenta los resultados de una investigación cualitativa llevada a cabo con seis estudiantes de primer semestre de un programa de enseñanza de inglés como idioma extranjero en una universidad pública colombiana. El objetivo del estudio fue implementar la enseñanza de idiomas basada en tareas como una manera para integrar las habilidades del idioma extranjero y ayudar a los estudiantes a mejorar sus competencias comunicativas. Los resultados sugieren que este enfoque ayudó a integrar las cuatro habilidades de la lengua. Las tareas eran significativas y combinaban diferentes ejercicios en cada habilidad, los cuales mejoraron la comunicación y la interacción entre los estudiantes. En conclusión, la enseñanza de idiomas basadas en tareas facilita la integración de las habilidades lingüísticas.Palabras clave: enseñanza de lengua basada en tareas, habilidades del lenguaje, integración, tareas y competencias comunicativas. * E-mail: eu.cordoba@udla.edu.coHow to cite this article (apa, 6 th ed.): Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an efl program at a Colombian university. profile Issues in Teachers' Professional Development, 18(2), 13-27. http://dx

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Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

Zúñiga¹

2016

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“…Evans and Waring, 2011b;Nicol, 2008 (f) Training in assessment feedback/forward is an integral part of assessment design Feedback is used to enhance teaching through the involvement of lecturers in professional development activities to promote understanding of feedback processes and to review beliefs about the nature and purposes of feedback. Boud and Associates, 2011;Carless, 2007;Carless et al, 2011;Evans andWaring, 2011a, 2011c;Gilbert et al, 2011;Nicol, 2008 Feedback supports the development of learning communities, facilitates relationship building between lecturers and students, and limits the structural barriers to relationship building.…”

Section: Tablementioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

811

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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“…De este modo, la evaluación formativa también se ha denominado evaluación para el aprendizaje o evaluación orientada al aprendizaje (arg 2002;Carless 2006Carless , 2007Carless, Joughin y Mok 2006).…”

Section: Introductionunclassified

VI Jornada Nacional sobre estudios universitarios. II Taller de innovación educativa. Competencias: formación y evaluación

Barreda‐Tarrazona¹,

Arandes²

2017

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Learning‐oriented assessment: conceptual bases and practical implications

Cited by 443 publications

References 20 publications

Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

Making Sense of Assessment Feedback in Higher Education

VI Jornada Nacional sobre estudios universitarios. II Taller de innovación educativa. Competencias: formación y evaluación

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