Utilizing a learner-centered approach in an assessment course for language education students

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Philippine Journal for Language Teaching

Volume

52

First Page

61

Last Page

71

Publication Date

12-2012

Abstract

In De La Salle University, methods courses such as assessment utilize hands-on activities in line with the recent thrust on learner-centeredness to develop learner autonomy. This paper is a report on how two language education classes were taught test construction in a Language and Literature Assessment (LANLIAS) course utilizing collaborative work and portfolio writing as a means to use assessment as a teaching tool to extend and not merely measure instruction." Content-wise, this investigation used Bloom's taxonomy of thinking skills to analyse the literature and language test items produced collaboratively by the paired groups of students in the course. Process-wise, it analysed the students' portfolios which contained their V 0 reflections and feedback concerning the course. The analysis revealed that more than 50 per cent of the reading items produced by the students focused on higher-order (evaluating and analysing) thinking skills while· most of the lower-order were under remembering and that the collaborative effort in preparing the test resulted in multiple benefits for the students as indicated in their portfolio entries.

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Disciplines

Language and Literacy Education

Keywords

Examinations—Design and construction; Student-centered learning; Portfolios in education; Group work in education

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