Please use this identifier to cite or link to this item:
Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners
|Title:||Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners|
|Keywords:||Learner Autonomy, Ubiquitous Learning and Teaching, Instructional Design|
|Issue Date:||03 Oct 2017|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Michigan State University Center for Language Education and Research
|Citation:||Arispe, K., & Burston, J. (2017). Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners. Language Learning & Technology, 21(3), 44–58. Retrieved from http://llt.msu.edu/issues/october2017/arispeburston.pdf|
|Abstract:||This pedagogical implementation study advocates for performance-driven assessments to help learners become aware of and improve upon presentational speaking skills at the advanced level. A social media content creation tool, Adobe Spark Video, enabled learners to practice oral skills outside of class. The task design, implementation, and evaluation met the principle objectives of learner autonomy—namely awareness, choice, reflection, and goal setting. A step-by-step guide with examples and survey results about student perceptions is included. While the case study targeted upper-division Spanish majors, the pedagogical model could be adapted for intermediate and advanced learners of any second or foreign language.|
|Appears in Collections:||Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching|
Please contact firstname.lastname@example.org if you need this content in an alternative format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.