Authentic language assessment online Cecily Wright

Issues “before language faculty throw themselves into this movement; there are a number of logistic, pedagogical and professional issues that would need to be addressed” Robert Godwin-Jones(2012) Godwin-Jones, Robert. (2012). Emerging technologies challenging hegemonies in online learning. Language Learning & Technology, 16 (2), 4-13.

Principles of authentic assessment application of knowledge and skills explicitly stated criteria higher order thinking real-world context collaboration with experts and peers best performances across time no set answers teacher as a guide and supervisor ongoing feedback

References Lam, W., Williams, J. B., & Chua, A. Y. K. (2007). E-xams: harnessing the power of ICTs to enhance authenticity. EducationalTechnology & Society, 10 (3), Gulikers, J. M., T. Bastiaens, et al. (2004). A five-dimensional framework for authentic assessment.Educational Technology Research and Development 52(3): Oskoz, A. (2005). Students' dynamic assessment via online chat. Calico Journal, 22(3) Blake, R. J. (2009). The Use of Technology for Second Language Distance Learning. The Modern Language Journal 93: Liang, Xin & Kim Creasy (2004). Classroom assessment in web-based instructional environment: instructors’ experience. Practical Assessment, Research & Evaluation, 9(7) 4

Assessment for learning ongoing/continuous based on interaction and participation improves instruction focuses on achievable learning objectives promotes a continuous feedback process Image created in Wordle from the text of Gulikers et al (2004) A five-dimensional framework for authentic assessment. Educational Technology Research & Development

FLO Live

Explicitly stated criteria

Higher order thinking tasks in real-world context Task: Prepare an oral presentation of 3-5 minutes based on one of the advertised excursions. Tell the story of your imagined participation in this excursion.

Authentic resources

Interaction and collaboration

Live and immediate feedback Text chat area Speaker and microphone

Recording sessions

IssueSolution Small text on shared screens and documents Participants select the Full screen button. Host uses the File sharing pod to share documents Audio settings for different roles can be confusing Participants automatically promoted to Presenters Two different ways in which a website can be shared Practice Text displaying incorrectlyUpload slides before session and check readability in FLO Live Online multimedia (e.g. YouTube video) difficult to share Videos to be watched as an asynchronous activity before the online session

Conclusion continuous engagement and participation carefully planned topic objectives and criteria authentic resources and activities application of knowledge and skills to communicate competently