A tale of two centres: A cross-institutional peer review of integrated assessment use in direct entry programs

Q3 Arts and Humanities
Cara Dinneen, John Gardiner, Mohammed Sameer, Sharon Cullen, Tony Hickey, Alejandra Vasquez, Jose Lara, Mariela Mazzei
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引用次数: 0

Abstract

Direct Entry Programs (DEPs) at Australian universities are designed to enhance students’ English language and academic skills, with the primary goals of preparing and assuring students’ readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from lectures, articles, and textbooks), this paper proposes the use of integrated assessment tasks in DEPs to increase the authenticity in their assessment approach by using tasks that replicate actual university learning, teaching, and assessment practices. To encourage the shift from standard practice of separate skills testing to integrated assessment, we present key findings of a literature review in integrated assessment use in language programs and show how integrated assessment is implemented in two institutions in Sydney, Australia. The paper also highlights advantages of cross-institutional peer review and proposes an argument-based validity framework for test design that language centres can use to guide good practice.
两个中心的故事:对直接入学项目中综合评估使用情况的跨机构同行评审
澳大利亚大学的直接入学课程(DEPs)旨在提高学生的英语语言和学术技能,其主要目标是为学生进入大学学习做好准备和保证。鉴于大学的学习任务通常要求综合运用语言技能(例如,利用讲座、文章和教科书中的信息撰写作业),本文建议在直接入学课程中使用综合评估任务,通过使用与实际大学学习、教学和评估实践相同的任务来提高评估方法的真实性。为了鼓励从单独技能测试的标准做法向综合评估转变,我们介绍了在语言课程中使用综合评估的文献综述的主要发现,并展示了澳大利亚悉尼两所院校是如何实施综合评估的。本文还强调了跨机构同行评议的优势,并提出了一个基于论证的测试设计有效性框架,语言中心可利用该框架指导良好的实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
English Australia Journal
English Australia Journal Arts and Humanities-Language and Linguistics
CiteScore
0.30
自引率
0.00%
发文量
4
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