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Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers
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Author(s): Yuping Wang (Griffith University, Australia)and Nian-Shing Chen (National Sun Yat-Sen University, Taiwan)
Copyright: 2013
Pages: 24
Source title:
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances
Source Author(s)/Editor(s): Bin Zou (Xi’an Jiaotong-Liverpool University, China), Minjie Xing (University of Manchester, UK), Yuping Wang (Griffith University, Australia), Mingyu Sun (University of Wisconsin - Milwaukee, USA)and Catherine H. Xiang (The London School of Economics and Political Science, UK)
DOI: 10.4018/978-1-4666-2821-2.ch002
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Abstract
As suggested by its title, this chapter situates online assessment in language learning in complete online mode as opposed to blended learning (i.e., campus-based learning supported by online components), or traditional distance language learning with no online components. Online language learning discussed in this study has its own inherent characteristics. Typically, this type of learning features the physical separation of learners from one another and from their education providers. Consequently, without the support of sophisticated online educational technologies, the provision of interaction, collaboration, and reflection, the fundamental elements in modern education would be problematic. This chapter discusses the framework developed for the design of online assessment that engenders interaction, collaboration, and reflection, by taking advantage of advanced online educational technologies. Examples of online assessment design drawn from the assessments implemented in an online Chinese program at Griffith University, Australia, are evaluated to establish the validity of the proposed design framework. These discussions also lead to recommendations for online assessment design for online language learning.
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