EDUENG4 - Assessment and Evaluation for optimizing Learning Progression in English language and literacy - M.Ed on Education and Innovation - LibGuides at Emirates College for Advanced Education

ebooks

Metacognition in Language Learning and Teaching by Åsta Haukås (Editor); Camilla Bjørke (Editor); Magne Dypedahl (Editor)
ISBN: 9781351049146
Publication Date: 2018-06-14
This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.
Multimodality in English Language Learning by Sophia Diamantopoulou (Editor); Sigrid Ørevik (Editor)
ISBN: 9781003155300
Publication Date: 2021-12-30
This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL).　 The book reflects growing interest in research on EAL, with increasing numbers of learners of English worldwide and the growing relevance of EAL to numerous education systems. The volume examines different aspects of English from a multimodal perspective, showcasing empirical research from across five continents and all three levels of education. Applying frameworks based on Multimodal Social Semiotics and Systemic Functional Linguistics, chapters focus on the use and affordances of multimodal texts in pedagogy, literature, culture, text production, assessment and curriculum development connected to EAL. Directing attention to the significance of modes beyond speech and writing in EAL, the volume provides a wide range of perspectives and experiences that can be applied more widely and inspire other practices in the global and diverse field of EAL teaching, learning and assessment.　 This collection will be of interest to scholars in multimodality, language education, and teacher education.
Doing Reflective Practice in English Language Teaching by Thomas S. C. Farrell
ISBN: 9781000513035
Publication Date: 2021-12-29
This practical and engaging book introduces readers to reflective practice in English language teaching. Assuming no background knowledge, Thomas S. C. Farrell clearly and accessibly walks through ways that teachers can integrate and implement reflective practice in the classroom and in other contexts to benefit their teaching and their own professional development. Each chapter covers an important dimension of reflective practice and features many ready-to-use activities that are designed to empower teachers and allow them to overcome challenges they'll face throughout their careers. Covering many types of reflection and the many purposes it serves, this book addresses written reflection, lesson planning, classroom observation, classroom management, group communication and more. This resource is ideal for preservice and early career language teachers and is an important supplement to courses in language education and applied linguistics programs.

Course Resources

Week 1

Introduction to assessment and evaluation in English language and literacy teaching and learning

National and International Assessment

Summative forms of assessment

Required Readings

Rautalin, M., Alasuutari, P., & Vento, E. (2019). Globalisation of education policies: Does PISA have an effect?. Journal of Education Policy, 34(4), 500-522. 10.1080/02680939.2018.1462890
MOE-UAE. (2021). National assessment policy.

Week 2

Standards-based assessment for learners of English as an Additional Language

Orientation session on searching for research articles (refer to Learning Support Hub)

Required Readings

Kibler, A., Valdes G. and Walqui, A. (2014). What Does Standards-based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools? TESOL Quarterly, 48(3), 433-453. https://doi.org/10.1002/tesq.183

Week 3

Student Achievement and UAE performance at international benchmarks PIRLS Abu Dhabi and Dubai

Orientation on how to critique and synthesize research regarding standarized summative assessment.

Required Readings

Week 4

Metacognition in assessment - formative strategies Required Readings

Dypedahl, M. (2018). A Metacognitive Approach to Intercultural Learning in Language Teacher Education. In Metacognition in language learning and teaching (pp. 48-66). Routledge.

Online resources

Assessment | The Learning Center's EAL Programme (tlceal.com) https://www.wida.us/standards/eld.aspx

Week 5

Technology-enhanced assessment and metacognition

Required Readings

Sindoni, M.G., Moschini, I., Adami E. and Karatza, S. (2022). The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL): learning as meaning making and assessment as recognition in English as an Additional language contexts. In Diamantopoulou, S. and Ørevik, S. (Eds.). Multimodality in English Language Learning. Routledge.

Chapter 16 - The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)

Online resources

Common Framework of Reference for Intercultural Digital Literacies – Eumade4ll

Week 6

Individual differences among language learners Part 1

Learner variables

Required Readings

Kissling, Elizabeth M. (2014). What Predicts the Effectiveness of Foreign Language Pronunciation Instruction?: Investigating the Role of Perception and Other Individual Differences. Latin American, Latino and Iberian Studies Faculty Publications. 10. 10.3138/cmlr.2161
Long, C., Ming, Z., & Chen, L. (2013). The Study of Student Motivation on English Learning in Junior Middle School--A Case Study of No. 5 Middle School in Gejiu. English Language Teaching, 6(9), 136-145. http://dx.doi.org/10.5539/elt.v6n9p136

Week 7

Individual differences among language learners Part 2

Special educational needs/ inclusive classrooms

Required Reading

Delcenserie, A., Genesee, F., Trudeau, N., & Champoux, F. (2019). A multi- group approach to examining language development in at-risk learners. Journal of Child Language, 46(1), 51-79. 10.1017/s030500091800034x

Lin, P. Y., & Lin, Y. C. (2015). Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education, 19(8), 771-786. https://doi.org/10.1177%2F1478210318819226

Week 8

The teaching, learning and assessment cycle in the classroom - formative and summative assessment for, of and as learning

Required Readings

Harmer, J. (2019). The Practice of English Language Teaching, 5^th edition. Pearson Longman. (Chapter 8).
Knoch, U., & Macqueen, S. (2017). Assessment in the L2 classroom. In The Routledge handbook of instructed second language acquisition (pp. 181- 202). Routledge

chapter 11 - pp. (181- 202)

Week 9

The English teacher as reflective practitioner within the teaching, learning and assessment cycle

The English teacher as a reflective practitioner

Required Readings

Farrell, T. (2022). Doing reflective practice in English language teaching: 120 activities for effective classroom management, lesson planning, and professional development. Routledge. (Chapter 8).

Chapter 8

Recommended Readings

Griffith, R., & Lacina, J. (2018). Teacher as Decision Maker: A Framework to Guide Teaching Decisions in Reading. Reading Teacher, 71(4), 501–507. https://doi.org/10.1002/trtr.1662