Advertisement

Student Assessment in the Online Language Learning Materials Developed and Delivered Through the InGenio System

  • Ana Sevilla-PavónEmail author
  • Antonio Martínez-Sáez
  • José Macario De Siqueira Rocha
Chapter
  • 1.6k Downloads
Part of the Educational Linguistics book series (EDUL, volume 19)

Abstract

Assessment is considered as one of the key aspects in education due to both its influence in the way teachers and students address language teaching and learning and the changes it might introduce as far as methodologies, approaches and behaviour of all participants in the language learning process are concerned. This washback is present in the language classroom in the form of innovations and new ways of teaching and in students’ motivation and learning strategies as well as in the adoption of new methodologies suited to the students’ individual goals and needs. This article provides an overview of the assessment processes of basic skills and explores the ways in which InGenio FCE Online Course and Tester contribute to the effectiveness and efficiency of the assessment of those skills in both student self-assessment and tutor assessment. The flexibility of these materials allows students to choose between two different modalities of assessment, one of them enabling them to conduct their own learning process and to evaluate their own learning achievements in an independent, autonomous and individual way; and the other one leading to the development of their autonomy and sense of responsibility in the learning process while getting help and support from a human tutor.

Keywords

Language Learning Learn Management System Authoring Tool Linguistic Knowledge Silent Reading 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Alderson, J. 2000. Assessing reading. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  2. Brown, H.D. 1994. Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs: Prentice Hall Regents.Google Scholar
  3. Brown, S., and A. Glasner (eds.). 2003. Assessment matters in higher education: Choosing and using diverse approaches, 3rd ed. Buckingham and Philadelphia: The Society of Research into Higher Education and Open University Press.Google Scholar
  4. Buck, G. 2001. Assessing listening. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  5. Council of Europe. 2001. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
  6. Djuric, M. 2008. Dealing with situations of positive and negative washback. Scripta Manent: Testing and Assessment of Languages for Specific Purposes 4(1), In M. Djuric (ed). Retrieved from http://www.sdutsj.edus.si/ScriptaManent/2008_4_1/djuric.html. Last accessed 31 Mar 2011.
  7. Dudeney, G. 2000. The internet and the language classroom. Cambridge: Cambridge University Press.Google Scholar
  8. Ellis, R. 1985. Understanding second language acquisition. Oxford: Oxford University Press.Google Scholar
  9. Fulcher, G., and F. Davidson. 2007. Language testing and assessment: An advanced resource book. London: Routledge.Google Scholar
  10. Gimeno Sanz, A. 2002. Call software design and implementation: The template approach. Valencia: Servicio de Publicaciones de la Universidad Politécnica de Valencia.Google Scholar
  11. Gimeno Sanz, A. 2008. Aprendizaje de Lenguas Asistido por Ordenador: Herramientas de Autor para el desarrollo de cursos a través de la web. Valencia: Servicio de Publicaciones de la Universidad Politécnica de Valencia.Google Scholar
  12. Gimeno Sanz, A. 2009a. How can CLIL benefit from the integration of information and communications technologies? In Content and language integrated learning cultural diversity, ed. M. Carrió, 77–102. Bern: Peter Lang.Google Scholar
  13. Gimeno Sanz, A. 2009b. Online courseware design and delivery: The InGenio authoring system. In Teaching academic and professional English online, ed. M.C. Foz Gil, M. Jaime Siso, and M.J. Luzón Marco, 83–106. Bern: Peter Lang.Google Scholar
  14. Gimeno Sanz, A. 2010. Intermediate online English: An attempt to increase learner autonomy. Teaching English with Technology – Developing Online Teaching Skills Special Issue 10(2): 35–49.Google Scholar
  15. Gimeno-Sanz, A., A. Martínez-Sáez, A. Sevilla-Pavón, and J.M. de Siqueria-Rocha. 2010. Student assessment in the InGenio online authoring system: Results taken from intermediate online English. In Linguistic tools for teachers of English: Towards a bilingual education, ed. R. Durán Martínez and S. Sánchez-Reyes Peñamaría, 51–78. Salamanca: Ediciones Universidad de Salamanca.Google Scholar
  16. Grabe, W. 1991. Current developments in second language reading research. TESOL Quarterly 25(3): 375–406.CrossRefGoogle Scholar
  17. Hymes, D. 1974. Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.Google Scholar
  18. Levy, M., and G. Stockwell. 2006. CALL dimensions: Options and issues in computer-assisted language learning. Mahwah: Erlbaum Associates.Google Scholar
  19. Luoma, S. 2009. Assessing speaking, 5th ed. Cambridge: Cambridge University Press.Google Scholar
  20. O’Sullivan, B., C. Weir, and T. Horai. 2006. Exploring difficulty in speaking tasks: An intra-task perspective. The British Council: IELTS Research Reports 7: 119–160.Google Scholar
  21. Read, J. 2000. Assessing vocabulary. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  22. Rüschoff, B. 2009. Output-oriented language learning with digital media. In Handbook of research on Web 2.0 and second language learning, ed. M. Thomas, 42–59. Hershey: Information Science Reference.CrossRefGoogle Scholar
  23. Taylor, R., and C. Gitsaki. 2004. Teaching WELL and loving IT. In New perspectives on CALL for the second/foreign language classroom, ed. S. Fotos and C. Browne, 129–145. Seattle: Lawrence Erlbaum Associates.Google Scholar
  24. Trinder, R. 2009. The potential of blended learning environments in terms of beneficial language learning conditions. In Teaching academic and professional English online, ed. M.C. Foz Gil, M. Jaime Siso, and M.J. Luzón Marco, 35–56. Bern: Peter Lang.Google Scholar
  25. Weigle, S. 2009. Assessing writing, 6th ed. Cambridge: Cambridge University Press.Google Scholar
  26. White, C. 2003. Language learning in distance education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Ana Sevilla-Pavón
    • 1
    Email author
  • Antonio Martínez-Sáez
    • 1
  • José Macario De Siqueira Rocha
    • 2
  1. 1.Departamento de Lingüística AplicadaUniversidad Politécnica de ValenciaValenciaSpain
  2. 2.Departamento de InformáticaUniversidad Carlos IIIColmenarejo (Madrid)Spain

Personalised recommendations