Last month on this blog, I wrote a guest post about comparative judgement (CJ) – a method of assessment in which pieces of student work are compared with each other rather than being evaluated in isolation. I argued there that CJ has several advantages over more widespread forms of assessment, such as rubric-based marking: it is generally less time-consuming to perform, also reduces the time and costs associated with training raters to use a rubric, and offers a broader, more inclusive approach to construct definition.
In this second post, I look at research that explores the suitability of comparative judgement for the assessment of second-language writing. But before I get into this research, it’s worth briefly asking why it is necessary to put forward novel methods for L2 assessment in the first place.
Here you can find the slides (recording to follow) of the TAFSIG AGM on November 2nd 2022.
I’d like to introduce you to an assessment method that I think you might find interesting. It’s called Comparative Judgement (CJ). In this post I’m going to explain how it works, and then in a later post I’ll share with you some findings from our research at UCLouvain on CJ for second-language assessment. But before I explain how comparative judgement works, I want to tell you how it doesn’t work.
The report below written by Marousa provides information about conference information, talks, social events as well pre- and post-conference thoughts on her experience as a first-time BALEAP Conference participant. The talks mentioned are those attended by the writer and the criteria for selecting them were exclusively associated with her own academic and professional interests. Talks related to TAFSIG topics appear first and then they are followed by non-TAFSIG talk information.
To explore all recorded conference sessions, you can follow the link provided below:
YouTube BALEAP 2023 Biennial Conference
In addition, the report includes links to all talks that are relevant to the interests and activities of the TAF SIG.
This entry has been created in order to draw your attention to talks that are related to our SIG range of interests and you may wish to attend. The listed items cover the three conference days.
Members of our SIG Committee are also going to present their own individual or pair/group work talks. Presentations by committee members have been highlighted in yellow for your convenience.
Feedback as a teaching and learning activity has the potential to transform the experiences of tutors and students. This transformation potential is particularly important to EAP Presessional students who need clear guidance to successfully transition to their new academic contexts. Unsurprisingly, some EAP students have linked receiving feedback to their academic progression (Weekly et al, 2022), and some studies have shown that the EAP students who received comprehensive written corrective feedback significantly improved accuracy and fluency (Zhang & Cheng, 2021). This blog post considers different ways to optimise the experiences of EAP students by making feedback more transparent.
by Jo Kukuczka
Image by geralt of Pixabay, 2022
In this podcast, Dr Maxine Gillway talks about her EdD research on academic teachers' beliefs in action in feedback.
Here is what we asked Maxine:
1. Can you give us a brief overview of your doctoral study on academic teachers' feedback beliefs in action? And specifically, what you researched and why it was important?
2. In terms of teachers' feedback beliefs, what did you find was the key problem?
3. What did you find can/should be part of the solution? Can you offer concrete recommendations?
4. What are you working on next?
To hear how she answered, click on the LISTEN HERE button below and please feel free to engage in this discussion with us by using the comments option below.
Happy listening :)
by Jo Kukuczka.
In this first ever joint SIG interview, Jan McArthur, the author of 'Assessment for Social Justice: Perspectives and practices within higher education' shares her thoughts on:
1. Why assessment for social justice?
2. What is the key to the justice of assessment?
3. What is assessment that promotes greater social justice?
4. What is the way forward, especially in the EAP context? And what are the key take-aways for EAP practitioners?
A genre theory informed dynamic assessment approach offers higher education students individualised support with academic writing and conceptual development.
by Dr Prithvi Shrestha
Academic writing is the main mode of meaning making and student assessment in higher education. Although many students may join higher education with required academic writing expertise, others seem to find it challenging.
National student satisfaction (Office for Students, 2020) in the UK higher education is quite low regarding assessment and feedback. A theory driven assessment approach may help address the issue.
Drawing on my research reported in my recent book (Shrestha, 2020), in this blog, I share how a theory-based assessment approach combined with a genre theory can be used to support our first year students with their disciplinary writing, and thus have an impact on student satisfaction across higher education.*
*continue reading by clicking on 'Read More' below
by Robert Playfair
Going through a UKVI audit on a pre-sessional course
'UK Visas and Immigration' (UKVI) is part of the Home Office department of government. According to their website, their role is to make "millions of decisions every year about who has the right to visit or stay in the country, with a firm emphasis on national security and a culture of customer satisfaction for people who come here legally." This blog post is about when the world of EAP practitioners in the UK collides with the Home Office, in what is known as a 'UKVI audits'.*
*read more by clicking on the 'Read More' below