Dr Huahui Zhao's open-access article on a process- and future-oriented assessment recently published in Teaching in Higher Education
Drawing upon sequential online surveys and interviews with undergraduate students, this study unveiled the entanglement among accessibility, understanding and usefulness of AC for assessment and learning. It uncovered the different effectiveness of varied ways of tutors introducing AC to students and students’ expectations of how tutors could implement AC in assessment and teaching. It highlighted and substantiated the necessity of shifting from the prevailing product to a process- and future-oriented approach to contextualising and aligning AC with assessment tasks, learning outcomes and feedback and thereby harnessing the accessibility of AC for students.
The article can be accessed via https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2129964
Related News
CLER Strengthens Research Culture Through Early Career Capacity Building
Dr Elina Stylianou and two School of Education Postgraduate Researchers, Xuechun Huang and Hongyi Zhao, have recently had a blog post published on the BERA webpage. Titled ‘Why should early career researchers organise an academic conference?’, the contribution shares insights which are based on last year's BAAL Vocab SIG conference, led by Dr Yen Dang. The...
New article by Dr Thomas Hammond calls for bridging theoretical divides in language education research
What explains how we learn a second language? A new paper by Dr Thomas Hammond, published in Pedagogical Linguistics, shows the practical benefits of combining competing theories to understand how people learn additional languages. Dr Hammond suggests that instead of treating generative and usage-based theories of second language acquisition as rivals, they should be...
New Book: New Words, New Meanings
New Book: New Words, New Meanings: Supporting the Vocabulary Transition from Primary to Secondary school This book for teachers, written by Professor Alice Deignan and Marcus Jones, explains the nature of the language challenge students face in early secondary school. It has come out of Professor Alice Deignan's large ESRC project, Linguistic Challenges of the...