Integrating alternative learning and assessment in a course of English for law students

Burkšaitienė, Nijolė; Teresevičienė, Margarita

doi:10.1080/02602930601125699

Cited by 24 publications

(14 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The development of e-learning brings new opportunities for students to reflect and to innovate as far as assessment practices are concerned. Burkšaitienė and Teresevičienė (2008) reveal that the approach of integrating alternative methods of learning and assessment is useful in teaching. They also demonstrate that alternative methods, such as writing portfolios and projects, are beneficial for students: they promoted language skills and, e.g.…”

Section: Methodsmentioning

confidence: 98%

“…Russell et al (2006) focus on specific features of the online environment and how it enables assessment to contribute to learning. Burkšaitienė and Teresevičienė (2008) focus on students' perceptions of an experience in a comprehensive learning and assessment system environment. The evaluation of the impact of project-led education on students' learning process and outcomes are the focus of another study (Fernandes, Flores, and Lima 2012).…”

Section: Assessment Related To a Given Teaching And Learning Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

Pereira

Flores

Niklasson

2015

Assessment & Evaluation in Higher Education

159

View full text Add to dashboard Cite

A review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006-2013) on assessment in higher education, since the introduction of the Bologna process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna process has had different kinds of impact in different European countries, the review shows that the use and effects of a diversity of assessment methods in higher education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed.

show abstract

Section: Methodsmentioning

confidence: 98%

Section: Assessment Related To a Given Teaching And Learning Methodsmentioning

confidence: 99%

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

Pereira

Flores

Niklasson

2015

Assessment & Evaluation in Higher Education

159

View full text Add to dashboard Cite

show abstract

“…A plethora of evidence (Falchikov, 2005;Boud & Falchikov 2006Burksaitiene & Tereseviciene, 2007;Garside, Nhemachena, Williams & Topping, 2008;Libman, 2010) supports the usefulness of alternative assessment, which helps to develop a deep approach to learning. Alternative assessment is applied in various disciplines such as the arts, engineering, teaching medicine and training in foreign languages and statistics (Birenbaum et al, 2006;Nasri, Roslan, Sekuan, Baker & Puteh, 2010;Libman, 2010).…”

Section: Assessment Approachesmentioning

confidence: 99%

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Bist¹,

Smith²,

Davies³

2019

IJHEM

View full text Add to dashboard Cite

Although several academic studies have explored international students' academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students' academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase. IntroductionThis study aims to investigate the reasons for Low Academic Achievement (LAA) of first and second year international students studying at a private higher education college in London by examining (a) factors that influence international students' academic behaviour (SAB), (b) students' and lecturers' perception of learning, teaching and assessments practices used at the institution, and (c) professional services at the institution.The academic achievement of some first-and second-year students was not strong, and many were struggling to complete their programme of study. The non-completion of programs by first-and secondyear students was significantly affecting the overall progression and achievement rates at the College and this was a serious concern for the College's senior management team.LAA is a complex and multifaceted concept; there is much debate as to the factors which may influence it, and as a result no single definition of LAA exists. Every stakeholder in higher education (e.g., students, government, professional bodies and various providers) has its own view of LAA and sees the issues through their own particular lens. students fail to meet all the learning outcomes of the modules studied and therefore do not pass all the modules in an academic year and therefore do not complete their programme'. College, Staff and Student BodyThe institution where this research was carried out has a 200-year history. The institution began as school and developed into an English language College; however, since 1998 it has grown into a la...

show abstract

“…It has been proved that self-evaluation enhances motivation and progress in the learning process. It also promotes students' development as independent learners (Burkšaitienė, Teresevičienė 2008). Therefore, it has always been the focus of attention of teachers and scholars.…”

Section: Introductionmentioning

confidence: 99%

Students’ Self-Assessment in Project-Based Work

Liuolienė

Metiūnienė

2014

Coactivity: Philology, Educology

View full text Add to dashboard Cite

The article aims at exploring the benefits of self-assessment as it is an important skill for lifelong learning and for critical reflection on one’s own performance. The authors of the article focus on students’ self-assessment of their language proficiency skills and achievements in working on projects. Students’ reflection on their learning has numerous benefits, such as motivation, self-direction, greater responsibility, decreased intimidation and fear of the audience, development of critical thinking, etc. The paper presents the analysis of a questionnaire based on the research of respondents’ self-evaluation of working on the project. The study has aimed at finding out the students’ attitude towards project-based learning and their assessment of their personal progress in respect of the development of their language proficiency skills.

show abstract

Integrating alternative learning and assessment in a course of English for law students

Cited by 24 publications

References 14 publications

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

Assessment revisited: a review of research inAssessment and Evaluation in Higher Education

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Students’ Self-Assessment in Project-Based Work

Contact Info

Product

Resources

About