The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations, Professor Antony John Kunnan, Carnegie Mellon University; Professor Guoxing Yu, University of Bristol; and Dr Paul Moore, the University of Queensland, shared an overview of their scholarly work on integrated assessment. The Symposium also included practitioner and student voices from Australia’s English language intensive courses for overseas students (ELICOS) sector in a panel discussion that considered the impacts of integrated and online assessment on assessment practices in their contexts over the previous three years. This paper provides excerpts from these speakers, contextualised with a brief discussion of DEPs globally, and focussing on the Australian university DEP context.
澳大利亚大学英语中心（UECA）"评估研讨会"：2022年10月在南十字星大学举行的 "评估研讨会：变化世界中的评估实践 "强调了澳大利亚大学英语作为附加语言（EAL）学生直接入学项目（DEPs）中对综合评估日益增长的兴趣。卡内基梅隆大学的安东尼-约翰-昆南（Antony John Kunnan）教授、布里斯托尔大学的虞国兴（Guoxing Yu）教授和昆士兰大学的保罗-摩尔（Paul Moore）博士在主题演讲中分享了他们在综合评估方面的学术成果。研讨会还邀请了澳大利亚海外学生英语语言强化课程（ELICOS）部门的从业人员和学生参加小组讨论，探讨了综合评估和在线评估在过去三年中对其评估实践的影响。本文摘录了这些发言人的发言，并结合对全球 DEP 的简要讨论，重点介绍了澳大利亚大学 DEP 的情况。
{"title":"Assessment symposium assessment practice in a changing world","authors":"Sharon `Leslie, Professor Thomas Roche","doi":"10.61504/xngh8651","DOIUrl":"https://doi.org/10.61504/xngh8651","url":null,"abstract":"The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations, Professor Antony John Kunnan, Carnegie Mellon University; Professor Guoxing Yu, University of Bristol; and Dr Paul Moore, the University of Queensland, shared an overview of their scholarly work on integrated assessment. The Symposium also included practitioner and student voices from Australia’s English language intensive courses for overseas students (ELICOS) sector in a panel discussion that considered the impacts of integrated and online assessment on assessment practices in their contexts over the previous three years. This paper provides excerpts from these speakers, contextualised with a brief discussion of DEPs globally, and focussing on the Australian university DEP context.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60). One response is to interweave employability soft skills in English for academic purposes (EAP) direct entry program (DEP) integrated assessment. We conducted a systematic review of integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university DEPs. The findings suggest that adopting a person-centred approach to the design and research of integrated assessments may more comprehensively support students’ students’ adaptive communication capacities for 21st century ambitions.
综合评估通常用于衡量大学英语语言准备情况。由于语言评估环境受到课堂以外变量的影响，而且技术化学习者越来越努力实现 "差异化学习目标"（Peng et al.对策之一是将就业能力软技能与学术英语（EAP）直接入学课程（DEP）综合评估结合起来。我们对综合评估和软技能评估的学术研究进行了系统回顾，为综合评估设计提供信息，以支持澳大利亚大学直接入学课程中的软技能发展。研究结果表明，采用以人为本的方法来设计和研究综合评估，可以更全面地支持学生的适应性交流能力，以实现他们在21世纪的抱负。
{"title":"Interweaving employability skills in ESL/EFL university direct entry integrated assessment tasks: A systematic review","authors":"Angela Windsor, Zoe Hancock","doi":"10.61504/jrnz2577","DOIUrl":"https://doi.org/10.61504/jrnz2577","url":null,"abstract":"Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60). One response is to interweave employability soft skills in English for academic purposes (EAP) direct entry program (DEP) integrated assessment. We conducted a systematic review of integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university DEPs. The findings suggest that adopting a person-centred approach to the design and research of integrated assessments may more comprehensively support students’ students’ adaptive communication capacities for 21st century ambitions.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cara Dinneen, John Gardiner, Mohammed Sameer, Sharon Cullen, Tony Hickey, Alejandra Vasquez, Jose Lara, Mariela Mazzei
Direct Entry Programs (DEPs) at Australian universities are designed to enhance students’ English language and academic skills, with the primary goals of preparing and assuring students’ readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from lectures, articles, and textbooks), this paper proposes the use of integrated assessment tasks in DEPs to increase the authenticity in their assessment approach by using tasks that replicate actual university learning, teaching, and assessment practices. To encourage the shift from standard practice of separate skills testing to integrated assessment, we present key findings of a literature review in integrated assessment use in language programs and show how integrated assessment is implemented in two institutions in Sydney, Australia. The paper also highlights advantages of cross-institutional peer review and proposes an argument-based validity framework for test design that language centres can use to guide good practice.
{"title":"A tale of two centres: A cross-institutional peer review of integrated assessment use in direct entry programs","authors":"Cara Dinneen, John Gardiner, Mohammed Sameer, Sharon Cullen, Tony Hickey, Alejandra Vasquez, Jose Lara, Mariela Mazzei","doi":"10.61504/okta3655","DOIUrl":"https://doi.org/10.61504/okta3655","url":null,"abstract":"Direct Entry Programs (DEPs) at Australian universities are designed to enhance students’ English language and academic skills, with the primary goals of preparing and assuring students’ readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from lectures, articles, and textbooks), this paper proposes the use of integrated assessment tasks in DEPs to increase the authenticity in their assessment approach by using tasks that replicate actual university learning, teaching, and assessment practices. To encourage the shift from standard practice of separate skills testing to integrated assessment, we present key findings of a literature review in integrated assessment use in language programs and show how integrated assessment is implemented in two institutions in Sydney, Australia. The paper also highlights advantages of cross-institutional peer review and proposes an argument-based validity framework for test design that language centres can use to guide good practice.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrated reading-into-writing assessment has become increasingly common in second language English for Academic Purposes assessment. It is viewed as a means of potentially increasing the authenticity and therefore validity of assessment that aims to measure a candidate’s readiness for the demands of academic writing. While there is a body of research seeking to identify the distinct sub-skills involved in an integrated reading to write task, there is much more limited work addressing the design of rubrics for integrated tasks for specific contexts. This paper describes the development of an integrated reading-into-writing task and rubric for students at B2+/C1 CEFR level in a PreMasters Direct Entry Program (DEP) at a university language centre in Australia. The project aimed to develop a blueprint for an integrated reading-into-writing task and rubric that captures the core constructs of synthesis writing and can be used as a basis for assessment writers to adapt to suit the parameters of other specific integrated reading into writing tasks in other programs or contexts.
{"title":"Integrated reading-into-writing: Developing a task blueprint","authors":"Brooke Donnelly","doi":"10.61504/zkyh1877","DOIUrl":"https://doi.org/10.61504/zkyh1877","url":null,"abstract":"Integrated reading-into-writing assessment has become increasingly common in second language English for Academic Purposes assessment. It is viewed as a means of potentially increasing the authenticity and therefore validity of assessment that aims to measure a candidate’s readiness for the demands of academic writing. While there is a body of research seeking to identify the distinct sub-skills involved in an integrated reading to write task, there is much more limited work addressing the design of rubrics for integrated tasks for specific contexts. This paper describes the development of an integrated reading-into-writing task and rubric for students at B2+/C1 CEFR level in a PreMasters Direct Entry Program (DEP) at a university language centre in Australia. The project aimed to develop a blueprint for an integrated reading-into-writing task and rubric that captures the core constructs of synthesis writing and can be used as a basis for assessment writers to adapt to suit the parameters of other specific integrated reading into writing tasks in other programs or contexts.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141648459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The multiliteracies framework provides a pedagogical approach relevant to English language direct entry pathway (DEP) programs at university, recognising that education and communication in a multicultural, multimodal, and globalised world involves more than language literacy. Integrated assessments, in which some combination of listening, speaking, reading, and writing are included and assessed, offer an appropriate form of assessment for this pedagogical context, but limited research explicitly connects the specific challenges and affordances of integrated assessments for assessing multiple literacies. The aim of this project was to consider how multiple literacies could be assessed through integrated assessment by conducting a review of the literature and applying this research to the collaborative development of an integrated listening-into-speaking task and rubric for use in our DEP programs. The proposed task and an approach to collaborative rubric development for integrated tasks is outlined.
多元文学框架提供了一种与大学英语直接入门课程（DEP）相关的教学方法，承认在一个多文化、多模态和全球化的世界中，教育和交流所涉及的不仅仅是语言读写能力。综合评估，即听力、口语、阅读和写作的某种组合，为这种教学环境提供了一种合适的评估形式，但明确将综合评估的具体挑战与评估多种读写能力的能力联系起来的研究却很有限。本项目的目的是通过对文献进行回顾，并将这些研究应用于合作开发用于我们的 DEP 课程的 "从听到说 "综合任务和评分标准，来考虑如何通过综合评估来评估多种文学素养。本文概述了所建议的任务以及合作开发综合任务评分标准的方法。
{"title":"Developing multiple literacies in an EAP direct entry pathway program through integrated assessments","authors":"Zanna Hunter, Lisa Mangion, Louise Noell","doi":"10.61504/hzrj6174","DOIUrl":"https://doi.org/10.61504/hzrj6174","url":null,"abstract":"The multiliteracies framework provides a pedagogical approach relevant to English language direct entry pathway (DEP) programs at university, recognising that education and communication in a multicultural, multimodal, and globalised world involves more than language literacy. Integrated assessments, in which some combination of listening, speaking, reading, and writing are included and assessed, offer an appropriate form of assessment for this pedagogical context, but limited research explicitly connects the specific challenges and affordances of integrated assessments for assessing multiple literacies. The aim of this project was to consider how multiple literacies could be assessed through integrated assessment by conducting a review of the literature and applying this research to the collaborative development of an integrated listening-into-speaking task and rubric for use in our DEP programs. The proposed task and an approach to collaborative rubric development for integrated tasks is outlined.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"55 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Priming the pump: Using movement to help facilitate language learning","authors":"Joshua Cohen","doi":"10.61504/wcoc2864","DOIUrl":"https://doi.org/10.61504/wcoc2864","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.
{"title":"Expanding opportunities for social language and social inclusion among adult learners","authors":"Rod Case, Matthew Nall","doi":"10.61504/kdyi2675","DOIUrl":"https://doi.org/10.61504/kdyi2675","url":null,"abstract":"This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135686019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.
{"title":"Expanding opportunities for social language and social inclusion among adult learners","authors":"Rod Case, Matthew Nall","doi":"10.61504/hgsr9106","DOIUrl":"https://doi.org/10.61504/hgsr9106","url":null,"abstract":"This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Insights from corpus linguistics: Using keywords-in-context to teach and assess English learning","authors":"Rodrigo Arellano, Kevin Gerigk","doi":"10.61504/grtx4858","DOIUrl":"https://doi.org/10.61504/grtx4858","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Constructing reliable and formative speaking and writing achievement criteria","authors":"Jamie Clayton, Ian Pavitt","doi":"10.61504/ovfe7116","DOIUrl":"https://doi.org/10.61504/ovfe7116","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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