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Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44631

Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners

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Item Summary

Title: Making it personal: Performance-based assessments, Ubiquitous technology, and advanced learners
Authors: Arispe, Kelly
Burston, Jack
Editors: Kessler, Greg
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.
URI/DOI: http://hdl.handle.net/10125/44631
ISSN: 1094-3501
1094-3501
Appears in Collections:Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching


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