Looking back to take things forward

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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. - PowerPoint PPT Presentation

Transcript of Looking back to take things forward

  • Looking back to take things forwardReflections on a language portfolioRuth Hatcher, Laurence Millard & David TualLanguage Unit , Engineering Department

  • Presentation overviewContext + problem


    FEEDBACK from staff and students



  • Introduction

    The Language Unit & the Language Programme for Engineers

    Our students

    Previous assessment methods (homework and participation)

  • Our portfolio6 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

  • Students feedback

  • Students feedback

  • Students feedback on using Google Drive

  • Students feedback on using Google Drive

  • Comments from students who would prefer an alternative means of handing in their work

    Easier to write German than type it, not good interfaceBy hand actually get a feel of writing before the exams easier + no autocorrectPrefer to hand write, by completing it online I spent too much time editing itSubmitting written homework is more useful as you can make side notes and easier to refer backTyped and printed to the teacher, because the feedback in the margin can be useful

  • FeedbackPROS

    Easy-to-access repositoryImmediate feedbackEmpowers the students CONSTime 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 studentsAllows student to copy and paste from external resourcesMore impersonal

  • What next?

    Add a variety of tasks (covering all 4 skills)Moodle vs. GoogleChange the attitude of students and teachers Carrying on with monitoring control quality and student satisfaction

  • ConclusionWhat we have learnt:The need to explain and train staff & students to use Google Drive (or any other virtual platform)The value of continuous assessmentSet the right expectations

    Arising questions to explore further:How to best use contact and non-contact time?

  • ReadingsCadd, 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_modelCavanaugh, 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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