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LEARNER-CENTERED ASSESSMENT IN THE ESL MASTER-LEVEL COURSE
Abstract
The purpose of the research was to develop and implement master level students assessment procedures considering learning outcomes. Today learning outcomes are at the forefront of educational change. They represent a change in emphasis from В‘teachingВ’ to В‘learningВ’. Thus, because learners are at the center of the educational process, this approach is often referred to as learner-centered. A great deal of the assessment research in recent years has focused on innovative forms of assessment. The research is intended to prove the relevance of learner-centered assessment to ESL master-level course. The article provides a brief description of the development of appropriate student-learning outcomes while designing an ESL course for masterВ’s degree students. The main issues associated with assessment based on learning outcomes are described. Alternative forms of learner-centered assessment are discussed. Task-based assessment is chosen as the main approach to assessing learning outcomes. The relevance of this choice is explained. Consideration is given to principles and features of task-based assessment. A procedure for developing assessment tasks as well as criteria for assessing studentВ’s performance are discussed. Exemplar assessment tasks for masterВ’s degree students are given.
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References6
The Russian Federal State Academic Standard of higher education of the area of study 09.04.04 Software Engineering (Master’s degree programme) approved by the oder of the Ministry of education and science of the Russian Federation of September, 19 2017 № 932.
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Marc Chun (2010) Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices, Change: The Magazine of Higher Learning, 42:2, 22-29, DOI: 10.1080/00091381003590795
J. McTighe, A seven part blog series on the design and use of performance tasks and performance task assessment. Available at: https://blog.performancetask.com/
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