{"title":"Sammelsurium: A Reader and Workbook for Intermediate German","authors":"Catherine McNally","doi":"10.1111/tger.12228","DOIUrl":"10.1111/tger.12228","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"93-94"},"PeriodicalIF":0.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45906149","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":"A rediscovery of collaborative reading aloud in times of disruption","authors":"Renata Fuchs","doi":"10.1111/tger.12239","DOIUrl":"10.1111/tger.12239","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"10-13"},"PeriodicalIF":0.3,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155672","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":"Teaching German in the post-pandemic era and the benefits of using technological tools: Examples of project-based learning","authors":"Sabrina Link","doi":"10.1111/tger.12231","DOIUrl":"10.1111/tger.12231","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"34-37"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44025664","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":"Responding to the mental health crisis among our language-learning community: A report on the pilot project FLOW (foreign languages offering well-being)","authors":"Heidi Denzel, Nicolay Ostrau","doi":"10.1111/tger.12246","DOIUrl":"10.1111/tger.12246","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"21-24"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458578","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}
<p>Testing students’ proficiency in an oral, face-to-face setting has been a central part of education in many disciplines from medicine to modern foreign languages in the United Kingdom for a long time. Uses range from admission interviews to PhD defenses. However, the Coronavirus (COVID-19) pandemic afforded a re-evaluation of this assessment method and provided an opportunity for online implementation. There is a wealth of literature on online assessment in general as well as on the increased use in response to the pandemic (Butler-Henderson & Crawford, <span>2020</span>; Clark et al., <span>2020</span>; Montenegro-Rueda, <span>2021</span>; Pokhrel & Chhetri, <span>2021</span>; Jadav, <span>2022</span>), including guidelines (Haus et al., <span>2020</span>; Tuah & Naing, <span>2020</span>) to help prevent an uncritical transfer of the previously used traditional format, that is, in-person, on campus, and on paper, to a virtual learning environment. Shelton et al. (<span>2020</span>) also warn about the possible de-humanization of learning along with assessment and, citing Callaghan (<span>1964</span>), highlight the risk of “<i>becoming swept up in the flawed cult of efficiency… with a crude focus on quick, standardized evaluation of student learning at scale</i>” (p. 125). It could be argued that oral examinations—whether online or face-to-face—are the very antithesis to mass assessment events, re-humanize examinations, and produce better outcomes (Houston et al., <span>2006</span>; Odafe, <span>2006</span>; Roecker, <span>2007</span>). Akimov and Malin (<span>2020</span>) claim that “literature that discusses oral examination in an online context is practically non-existent” (p. 5); Graf et al. (<span>2021</span>, p. 5) make a similar assertion. This is perhaps not quite the case since studies investigating the use of online video conferencing tools for assessment purposes appear to go back many years (Isbell & Winke, <span>2019</span>; Isbell et al., <span>2019</span>; Li & Link, <span>2018</span>; Newhouse & Cooper, <span>2013</span>; Okada et al., <span>2015</span>). However, for universities in the United Kingdom, online oral examinations were and still are a novelty.</p><p>The following discussion focuses on German courses within the institution-wide modern foreign language program (IWLP) at a UK university, spanning six proficiency levels (A1–C1/C2 of the Common European Framework of Reference for Languages CEFR). Such courses are called modules in the United Kingdom and go over two terms with 40 contact hours between October and March. Students take these modules for degree credit (factored into their overall year grade) or extra credit (recorded on their transcript but not part of their degree); content and assessment are identical in both. Assessment combines “take-home” coursework, a written, and an oral examination (both of which are compulsory). Each examination contributes about one-third to the overall m
{"title":"Re-evaluating online oral examinations","authors":"Felicitas Starr-Egger","doi":"10.1111/tger.12232","DOIUrl":"10.1111/tger.12232","url":null,"abstract":"<p>Testing students’ proficiency in an oral, face-to-face setting has been a central part of education in many disciplines from medicine to modern foreign languages in the United Kingdom for a long time. Uses range from admission interviews to PhD defenses. However, the Coronavirus (COVID-19) pandemic afforded a re-evaluation of this assessment method and provided an opportunity for online implementation. There is a wealth of literature on online assessment in general as well as on the increased use in response to the pandemic (Butler-Henderson & Crawford, <span>2020</span>; Clark et al., <span>2020</span>; Montenegro-Rueda, <span>2021</span>; Pokhrel & Chhetri, <span>2021</span>; Jadav, <span>2022</span>), including guidelines (Haus et al., <span>2020</span>; Tuah & Naing, <span>2020</span>) to help prevent an uncritical transfer of the previously used traditional format, that is, in-person, on campus, and on paper, to a virtual learning environment. Shelton et al. (<span>2020</span>) also warn about the possible de-humanization of learning along with assessment and, citing Callaghan (<span>1964</span>), highlight the risk of “<i>becoming swept up in the flawed cult of efficiency… with a crude focus on quick, standardized evaluation of student learning at scale</i>” (p. 125). It could be argued that oral examinations—whether online or face-to-face—are the very antithesis to mass assessment events, re-humanize examinations, and produce better outcomes (Houston et al., <span>2006</span>; Odafe, <span>2006</span>; Roecker, <span>2007</span>). Akimov and Malin (<span>2020</span>) claim that “literature that discusses oral examination in an online context is practically non-existent” (p. 5); Graf et al. (<span>2021</span>, p. 5) make a similar assertion. This is perhaps not quite the case since studies investigating the use of online video conferencing tools for assessment purposes appear to go back many years (Isbell & Winke, <span>2019</span>; Isbell et al., <span>2019</span>; Li & Link, <span>2018</span>; Newhouse & Cooper, <span>2013</span>; Okada et al., <span>2015</span>). However, for universities in the United Kingdom, online oral examinations were and still are a novelty.</p><p>The following discussion focuses on German courses within the institution-wide modern foreign language program (IWLP) at a UK university, spanning six proficiency levels (A1–C1/C2 of the Common European Framework of Reference for Languages CEFR). Such courses are called modules in the United Kingdom and go over two terms with 40 contact hours between October and March. Students take these modules for degree credit (factored into their overall year grade) or extra credit (recorded on their transcript but not part of their degree); content and assessment are identical in both. Assessment combines “take-home” coursework, a written, and an oral examination (both of which are compulsory). Each examination contributes about one-third to the overall m","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"53-57"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Preparing the unprepared: Introducing Nudge Theory to the language classroom","authors":"Jacob van der Kolk","doi":"10.1111/tger.12244","DOIUrl":"10.1111/tger.12244","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"30-33"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44386462","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：