Successfully designing assessments across in-sessional modules in English for Academic/English for Specific Purposes

Assessments for learning “Assessment tasks should be significant learning activities in themselves, and not only enable judgments to be made about what has been learned. The potency of student engagement in learning is enhanced when assessment tasks require substantial involvement over time, and when they are designed in an interlinked, constructive, organised and coherent sequence” (Australian Teaching and Learning Council, 2009). However, successfully implementing and assessing a piece of coursework is often fraught with challenges both for teachers and students, particularly when working with a diverse and/or international cohort. Students from radically different educational cultures may struggle with both language and the concept of the assessment. Gu and Maley’s interviews (2008) with lecturers showed the difficulty that students have in understanding the whole purpose of their educational endeavor: “it takes at least 6 months for them to really understand what we are doing and why we are doing and how we are doing it. Some students never fully understand it”. This interactive workshop will provide practical examples of how members of Plymouth University’s English Language Centre have successfully designed and scaffolded assessments across in-sessional modules in English for Academic/English for Specific Purposes. Early engagement with resources and activities, preparation for mixed nationality group work, a focus on process rather than product , peer teaching and assessment, and self-evaluation are aspects which will be considered as colleagues discuss a range of different activities that have worked well in the classroom and made assessments meaningful. Participants will be invited to contribute to a ‘best practice’ list of criteria for creating assessments for learning for all students, especially those who may be new to our education system. References Assessment 2020: Seven propositions for assessment reform in higher education. Australian Learning and Teaching Council (2009) The University of Technology, Sydney. Available from: http://www1.plymouth.ac.uk/ouruniversity/teachlearn/Documents/Assessment_2020_final[1].pdf [Accessed 19/09/13] Gu, Q. & Maley A. 2008. Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8, 224-245.