Blended learning (BL), the combination of the asynchronous digital with the synchronous face-to-face, is increasingly the content delivery norm in Higher Education (HE) these days. The question of assessment and its effective implementation in BL, however, so that it is not merely the transfer of traditional tests to digital contexts is more complex. Summative assessment raises issues of security in online contexts. Formative assessment, on the other hand has been largely neglected in HE but is particularly suited to online spaces. This article focuses on a system of learning oriented assessment, combining the summative with the formative on an advanced course of English for Professional Purposes (EPP) developed at the University of Verona in an innovative assessment approach for BL.
Assessment of English language in blended learning environments: integrating the summative and the formative.
Hartle
2020-01-01
Abstract
Blended learning (BL), the combination of the asynchronous digital with the synchronous face-to-face, is increasingly the content delivery norm in Higher Education (HE) these days. The question of assessment and its effective implementation in BL, however, so that it is not merely the transfer of traditional tests to digital contexts is more complex. Summative assessment raises issues of security in online contexts. Formative assessment, on the other hand has been largely neglected in HE but is particularly suited to online spaces. This article focuses on a system of learning oriented assessment, combining the summative with the formative on an advanced course of English for Professional Purposes (EPP) developed at the University of Verona in an innovative assessment approach for BL.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
