The oral presentation as a context for learning and assessment  

Oleh:

Sundrarajuna, Chutamas ; Kiely, Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Innovation in Language Learning and Teaching (Full Text) vol. 4 no. 2 (2010), page 101-117.
Topik: oral presentation; washback; scaffolding; classroom interaction; collaborative interaction; conversation analysis
Fulltext: Vol. 4, No. 2, July 2010, 101-117.pdf (113.33KB)

Isi artikel

Tests are said to be an important determiner of what actually happens in classrooms. There are claims for both positive and negative washback. However, there is still very little evidence of how washback from the test format affects learning and teaching activities in foreign language learning. There has been even less attention to the nature of the changes in classroom practice and student role when a novel test format is introduced. This article explores how the assessment format (academic oral presentations
AOP) in a university English course shapes students’ group discussions in the classroom, and vice versa. Classroom observation data document interaction processes and facilitate investigation of the relationship between classroom discussions and assessed AOPs. We present a conversation analysis account of group discussions and explore the structure of oral presentations through a lexical signal framework. The analysis illustrates how classroom interactions develop and are sustained to facilitate collaborative learning. We relate the findings of this analysis to the structure, linguistic features and quality of the oral presentations of the students from the group discussions. This article argues that the assessment format can shape classroom activities so that there are enhanced opportunities for learning, and that the particular format investigated here
the AOP
has the potential to generate learning opportunities.

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