Integrating self- and peer-assessment into the language classroom
Ute Knoch, University of Melbourne
Traditionally, teacher assessment has been the most common form of assessment in language classrooms. Due to an increase in formative assessment and cooperative and self-directed learning, the use of alternative methods such as self- and peer-assessment have become more widespread. This workshop will start by outlining some principles of both self- and peer-assessment and will provide participants with practical examples and the opportunity to develop materials relevant to their contexts. The workshop is intended to be interactive, with a mix of presentations, group discussions, and practical activities.
Biography:
Dr Ute Knoch is the Director of the Language Testing Research Centre at the University of Melbourne. She has been involved in a variety of test development and validation projects, including projects focussing on classroom-assessment and more high stakes tests. Her research interests are in the areas of second language writing assessment, diagnostic assessment, and assessing languages for academic and specific purposes. She is the co-president of the Association of Language Testing and Assessment of Australia and New Zealand (ALTAANZ) and on the Executive Board of the International Language Testing Association (ILTA).
Ute Knoch, University of Melbourne
Traditionally, teacher assessment has been the most common form of assessment in language classrooms. Due to an increase in formative assessment and cooperative and self-directed learning, the use of alternative methods such as self- and peer-assessment have become more widespread. This workshop will start by outlining some principles of both self- and peer-assessment and will provide participants with practical examples and the opportunity to develop materials relevant to their contexts. The workshop is intended to be interactive, with a mix of presentations, group discussions, and practical activities.
Biography:
Dr Ute Knoch is the Director of the Language Testing Research Centre at the University of Melbourne. She has been involved in a variety of test development and validation projects, including projects focussing on classroom-assessment and more high stakes tests. Her research interests are in the areas of second language writing assessment, diagnostic assessment, and assessing languages for academic and specific purposes. She is the co-president of the Association of Language Testing and Assessment of Australia and New Zealand (ALTAANZ) and on the Executive Board of the International Language Testing Association (ILTA).