CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Academic culture as content: Self-assessment in the CLIL classroom in the International Liberal Arts University
Tác giả
Nanni A.; Hale C.C.
Năm xuất bản
2020
Source title
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations
Số trích dẫn
0
DOI
10.1007/978-3-030-54128-6_3
Liên kết
Tóm tắt
Self-assessment in CLIL can either have a summative or a formative function, that is, an opportunity to learn. It is the (not the product) of learning. Rather than emphasising grades, assessment for learning (AfL) culture emphasises providing direction for further development. Compelling research has emerged to suggest that the ability of students to accurately self-assess their own learning is perhaps the single most salient factor in determining the effectiveness of their education (Hattie J, Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, New York, 2008). In addition to enhancing student autonomy, agency, and metacognitive awareness of learning, it is also a way to encourage critical thinking and responsibility-traits that will serve students well in their lives after graduation. Looking at CLIL courses at two liberal arts universities in Asia, this chapter presents qualitative research findings which indicate that in addition to satisfying the immediate summative assessment needs of the course (that of evaluating content comprehension and language control), the process of self-assessment contributed strongly to the other (formative) learning goals of liberal higher education in general, namely, (1) enhancing self-reliance and (2) encouraging engagement in one's own learning. © Springer Nature Switzerland AG 2020. All rights reserved.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Springer International Publishing
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus