Schedule: 2009-09-11 (12:45 - 13:30)
Parallel Session 2 (Room A-34)

Title: Redesigning assessment for a virtual learning environment
Authors: Regine Hampel, Christine Pleines
Abstract: Virtual learning environments (VLEs, or LMSs) are proving increasingly useful not only for making material (even whole courses) available to learners but also for offering platforms for interaction. This is a concept that is deemed crucial both within the sociocultural approach to learning through social interaction and within cognitive approaches (Lamy and Hampel 2007). Online tools such as forums, wikis, blogs, audio and video conferencing lend themselves to learners working together (with or without teachers). The study presented in this paper examines how the assessment design in a blended course using a VLE can include online interaction.

Research in the area of assessment and computer-assisted language learning has tended to focus on computerized testing (Godwin-Jones 2001; Laurier 2003), on computer-based testing of specific skills (Goodfellow, Lamy and Jones, 2002; Coniam, 2006; Hafner, 2006), and on online feedback (Heift, 2001; Pujolà, 2001; Ros i Solé and Truman, 2005; Chiu and Savignon, 2006). The little work that exists on using CMC in the context of assessment has mostly been carried out outside language learning (e.g. Macdonald, 2003; Goodfellow and Hewling 2005).

Following the introduction of a Moodle-based VLE by the university where this study was carried out, an assessment strategy was designed for a new level 2 German course that integrated communicative VLE tools. It was believed that both the delivery mode – which was partly online – and the underlying pedagogic principles of a communicative language programme should be reflected in the assessment. Because of a number of issues around truly collaborative assessment (non-participation of some students in a group, complexity of assessment criteria that measure interaction and collaboration, see Lamy and Hampel 2007), it was decided not to include student–student communication and collaboration in the summative assessment but to use communicative and collaborative activities as preparative and formative tasks to support the assignments that were subsequently carried out by students individually. The preparatory activities consisted of individual, reflective, communicative and collaborative work (web searches, forum discussions, blogs entries, wiki tasks and videoconferencing activities); although summative activities were individual, they were located within communicative scenarios.

In order to evaluate the success of this strategy, a study was set up to address the question how students perceived the assessment tasks and in what ways the online activities helped them with their assessment. The methodology included gathering overview data on student perception of the assessment (by means of brief regular surveys on the VLE that took place after each of the 5 assignments had been handed in) and more in-depth interviews about student experience. Electronically gathered data on VLE traffic provided further information on student participation in formative tasks. In addition, tutors (N=10) were asked to give their feedback on the way the course was assessed and on students’ performance.

The data collected complement each other and allow multi-facetted insights into the effectiveness of an approach to assessment that – despite being based on individually produced pieces of work – also harnesses the potential of the VLE to include elements of interaction and collaboration.
Keywords: Language learning, distance learning, online learning, virtual learning environments / learning management systems, assessment

Main topic: Assessment, testing, feedback and guidance in CALL

Biodata: Regine Hampel is a Senior Lecturer in Modern Languages at the Open University, UK. Her research explores theoretical and practical issues around the use of digital technologies in language learning and teaching, and she is particularly interested in examining the impact of mediation on communication in new multimodal environments. Christine Pleines has an MA in Applied Linguistics with a specialism in Foreign Language Teaching. Since joining the Open University as a Lecturer in German in 1996 she has been producing distance learning materials (print, audiovisual and online). She has a special interest in supporting and assessing spoken linguistic competence.
Type of presentation Paper presentation

Paper category Research

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-11 (12:45 - 13:30) Parallel Session 2 (Room A-34)
Title:	Redesigning assessment for a virtual learning environment
Authors:	Regine Hampel, Christine Pleines
Abstract:	Virtual learning environments (VLEs, or LMSs) are proving increasingly useful not only for making material (even whole courses) available to learners but also for offering platforms for interaction. This is a concept that is deemed crucial both within the sociocultural approach to learning through social interaction and within cognitive approaches (Lamy and Hampel 2007). Online tools such as forums, wikis, blogs, audio and video conferencing lend themselves to learners working together (with or without teachers). The study presented in this paper examines how the assessment design in a blended course using a VLE can include online interaction. Research in the area of assessment and computer-assisted language learning has tended to focus on computerized testing (Godwin-Jones 2001; Laurier 2003), on computer-based testing of specific skills (Goodfellow, Lamy and Jones, 2002; Coniam, 2006; Hafner, 2006), and on online feedback (Heift, 2001; Pujolà, 2001; Ros i Solé and Truman, 2005; Chiu and Savignon, 2006). The little work that exists on using CMC in the context of assessment has mostly been carried out outside language learning (e.g. Macdonald, 2003; Goodfellow and Hewling 2005). Following the introduction of a Moodle-based VLE by the university where this study was carried out, an assessment strategy was designed for a new level 2 German course that integrated communicative VLE tools. It was believed that both the delivery mode – which was partly online – and the underlying pedagogic principles of a communicative language programme should be reflected in the assessment. Because of a number of issues around truly collaborative assessment (non-participation of some students in a group, complexity of assessment criteria that measure interaction and collaboration, see Lamy and Hampel 2007), it was decided not to include student–student communication and collaboration in the summative assessment but to use communicative and collaborative activities as preparative and formative tasks to support the assignments that were subsequently carried out by students individually. The preparatory activities consisted of individual, reflective, communicative and collaborative work (web searches, forum discussions, blogs entries, wiki tasks and videoconferencing activities); although summative activities were individual, they were located within communicative scenarios. In order to evaluate the success of this strategy, a study was set up to address the question how students perceived the assessment tasks and in what ways the online activities helped them with their assessment. The methodology included gathering overview data on student perception of the assessment (by means of brief regular surveys on the VLE that took place after each of the 5 assignments had been handed in) and more in-depth interviews about student experience. Electronically gathered data on VLE traffic provided further information on student participation in formative tasks. In addition, tutors (N=10) were asked to give their feedback on the way the course was assessed and on students’ performance. The data collected complement each other and allow multi-facetted insights into the effectiveness of an approach to assessment that – despite being based on individually produced pieces of work – also harnesses the potential of the VLE to include elements of interaction and collaboration.
Keywords:	Language learning, distance learning, online learning, virtual learning environments / learning management systems, assessment
Main topic:	Assessment, testing, feedback and guidance in CALL
Biodata:	Regine Hampel is a Senior Lecturer in Modern Languages at the Open University, UK. Her research explores theoretical and practical issues around the use of digital technologies in language learning and teaching, and she is particularly interested in examining the impact of mediation on communication in new multimodal environments. Christine Pleines has an MA in Applied Linguistics with a specialism in Foreign Language Teaching. Since joining the Open University as a Lecturer in German in 1996 she has been producing distance learning materials (print, audiovisual and online). She has a special interest in supporting and assessing spoken linguistic competence.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No