Utilizing a learner-centered approach in an assessment course for language education students
Br. Andrew Gonzalez FSC College of Education
Dept of English and Applied Linguistics
Philippine Journal for Language Teaching
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.
Muñoz, A. S. (2012). Utilizing a learner-centered approach in an assessment course for language education students. Philippine Journal for Language Teaching, 52, 61-71. Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/8201
Language and Literacy Education
Examinations—Design and construction; Student-centered learning; Portfolios in education; Group work in education