Innovation in Language Learning

Edition 17

Accepted Abstracts

Moving towards Proficiency through Authentic Alternative Assessments In the Foreign Language Classroom

Deborah Gill, Pennsylvania State University (United States)

Abstract

One of the main objectives of learning another language is to become proficient enough to communicate in that language, become more globalized citizens, and possess a high level of intercultural competency.  First, the present study will compare traditional tasks and assessments (i.e., paper and pencil exams as well as memorized question/answer oral responses, cloze stories, etc.) to authentic alternative assessments (i.e., real life situations, project- and problem-based learning, portfolios, intra- and interclass collaborations, virtual learning environments, etc.).  We will propose that the two types of assessments may have a place in the foreign language classroom, although the goals and objectives of the two may be different.  We will demonstrate that traditional assessments evaluate mastery of the drill-and-kill part of learning a language whereas authentic alternative assessments measure a student’s actual performance on relevant tasks. Second, we will analyze the effects that attitude and motivation (and motivating) students have on student learning and proficiency.  Finally, we will discuss different types of alternative authentic assessments and present initial qualitative data of an ongoing research project.

Keywords: Authentic Alternative Assessments, Collaboration, Motivation;

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