Making It Personal: Performance-Based Assessments, Ubiquitous Technology, and Advanced Learners
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| Title: | Making It Personal: Performance-Based Assessments, Ubiquitous Technology, and Advanced Learners |
|---|---|
| Language: | English |
| Authors: | Arispe, Kelly, Burston, Jack |
| Source: | Language Learning & Technology. Oct 2017 21(3):44-58. |
| Availability: | University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | Performance Based Assessment, Advanced Students, Speech Skills, Social Media, Personal Autonomy, Computer Uses in Education, Spanish, Majors (Students), College Second Language Programs, Instructional Design, Student Surveys, Student Attitudes, Case Studies, College Seniors, Time on Task, Language Proficiency, Second Language Instruction |
| Geographic Terms: | Idaho (Boise) |
| ISSN: | 1094-3501 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2017 |
| Access URL: | https://llt.msu.edu/issues/october2017/arispeburston.pdf |
| Accession Number: | EJ1156144 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1094-3501 |
