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Looking back to take things forward. Reflections on a language portfolio. Ruth Hatcher, Laurence Millard & David Tual Language Unit , Engineering Department. Presentation overview. Context + problem WHAT AND HOW FEEDBACK from staff and students WHAT NEXT? Conclusion. Introduction.
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Looking back to take things forward Reflections on a language portfolio Ruth Hatcher, Laurence Millard & David Tual Language Unit , Engineering Department
Presentation overview • Context + problem • WHAT AND HOW • FEEDBACK from staff and students • WHAT NEXT? • Conclusion
Introduction • The Language Unit & the Language Programme for Engineers • Our students • Previous assessment methods (homework and participation)
Our portfolio • 6 pieces of homework to be submitted either electronically (Google Drive or email) or on paper • Corrections (following a colour code) and reflections • Autonomous learning log
Comments from students who would prefer an alternative means of handing in their work • “Easier to write German than type it, not good interface” • “By hand – actually get a feel of writing before the exams – easier + no autocorrect” • “Prefer to hand write, by completing it online I spent too much time editing it” • “Submitting written homework is more useful as you can make side notes and easier to refer back” • “Typed and printed to the teacher, because the feedback in the margin can be useful”
Feedback PROS CONS Time consuming (Time spent on marking homework: average 10.9 minutes, double checking: 5.9, using G drive: 13.5 and 6.7 respectively) Requires training of teachers and students Allows student to copy and paste from external resources More impersonal • Easy-to-access repository • Immediate feedback • Empowers the students
What next? • Add a variety of tasks (covering all 4 skills) • Moodle vs. Google • Change the attitude of students and teachers • Carrying on with monitoring control quality and student satisfaction
Conclusion What we have learnt: • The need to explain and train staff & students to use Google Drive (or any other virtual platform) • The value of continuous assessment • Set the right expectations Arising questions to explore further: • How to best use contact and non-contact time?
Readings • Cadd, M. (2012). The Electronic Portfolio as Assessment Tool and More: The Drake University Model. IALLT Journal of Language Learning Technologies 42(1), 96-126. http://www.iallt.org/iallt_journal/the_electronic_portfolio_as_assessment_tool_and_more_the_drake_university_model • Cavanaugh, A.J. & Song, L. (2014). Audio Feedback versus Written Feedback: Instructors and Students’ Perspectives. MERLOT Journal of Online Learning and Teaching 10(1), 122-138. http://jolt.merlot.org/vol10no1/cavanaugh_0314.pdf • Edwards, D. (2014). Pedagogy First – Technology… Learning and Innovation [weblog]. Retrieved July 2014 from http://dedwards.me/2014/02/15/pedagogy-first-technology/