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Looking back to take things forward
Reflections on a language portfolio
Ruth Hatcher, Laurence Millard & David TualLanguage Unit , Engineering Department
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Presentation overview
• Context + problem
• WHAT AND HOW
• FEEDBACK from staff and students
• WHAT NEXT?
• Conclusion
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Introduction
• The Language Unit & the Language Programme for Engineers
• Our students
• Previous assessment methods (homework and participation)
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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
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Students’ feedback
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Students’ feedback
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Students’ feedback on using Google Drive
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Students’ feedback on using Google Drive
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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”
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Feedback
PROS
• Easy-to-access repository
• Immediate feedback
• Empowers the students
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
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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
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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?
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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/
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