"Experiencing Theory First-Hand Was Delightful and Informative": Bridging the Theory-Practice Gap in Online Language Assessment Training

Autor/in	Yeo, Marie Alina
Titel	"Experiencing Theory First-Hand Was Delightful and Informative": Bridging the Theory-Practice Gap in Online Language Assessment Training
Quelle	In: Iranian Journal of Language Teaching Research, 9 (2021) 3, S.93-116 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Theory Practice Relationship; Online Courses; Second Language Instruction; Language Tests; Formative Evaluation; Computer Assisted Testing; Teacher Competencies; Faculty Development; Technology Uses in Education; Teacher Education; Language Teachers; English (Second Language); Experiential Learning; Foreign Countries; Feedback (Response); Scores; Cambodia; Indonesia; Laos; Malaysia; Burma; Philippines; Singapore; Thailand; Vietnam + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Online course; Online-Kurs; Fremdsprachenunterricht; Language test; Sprachtest; Lehrkunst; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Kambodscha; Indonesien; Philippinen; Singapur
Abstract	It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu and Brown, 2016: p. 156). Experiential approaches have been shown to be highly effective for adult learning, especially in bringing about and sustaining changes in beliefs and practices. In this paper, I explore the use of an experiential approach in an online language assessment course, describing in depth two formative assessment (FA) activities and the technology tools that were employed. These activities served to (1) develop participants' AL in formative assessment, including online formative assessment; (2) evoke emotions, raise consciousness about conceptions, and prompt a desire for transformation; and (3) bridge the theory-practice gap. This paper offers insights into approaches to FA and teacher development in online settings and seeks to contribute to the growing body of knowledge in the field of assessment education. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01