The assessment of self-access language learning : practical challenges
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Other Title
Authors
Reinders, Hayo
Lázaro, Noemí
Lázaro, Noemí
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2008-05-12
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
assessment
learner autonomy
self-access centres (SACs)
learner autonomy
self-access centres (SACs)
ANZSRC Field of Research Code (2020)
Citation
Reinders, H. & Lázaro, N. (2008) The assessment of self-access language learning : practical
challenges. Language Learning Journal, 36(1), 55-64. NOTE: This is research undertaken for the University of Auckland and the Universidad Nacional de Educación a Distancia, Spain prior to the author being affiliated with the Unitec Institute of Technology.
Abstract
Self-access centres are a popular type of language support offered by an increasing number of schools and universities around the world. Assessment of the learning that takes place in such Centres is seen as both crucial and problematic. There appear to exist many barriers to successful assessment but these have not been comprehensively documented, making it difficult to develop systematic solutions. This article presents the results of a study of 46 self-access centres in five countries (Germany, Hong Kong, Spain, Switzerland, and New Zealand), investigating current assessment practice. In-depth strength-weakness analyses were conducted with the managers of each of the participating Centres. These revealed a complex interaction between pedagogical and practical challenges to assessment. They also showed an emphasis on the developmental role of assessment for learner autonomy and the importance of assessing both language gains and learning skills.
Publisher
Routledge
Permanent link
Link to ePress publication
DOI
DOI: 10.1080/09571730801988439
Copyright holder
Routledge
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All rights reserved