Page 23 - Accents December

Accents
When evaluated against the Substitution Augmentation Modification Redefinition (SAMR) Model (Puentedura, 2014), the reading examination represents ‘substitution’. The assessment paper has simply been transposed onto the screen, with no functional change. However, the listening assessment has undergone ‘augmentation’. The key difference when compared to a pen and paper examination is that students have full agency over audio playback. What would a redefined listening assessment look like?
I developed a Language Acquisition Assessment Framework as part of my Master’s study. Drawing inspiration from Siemen’s (2004) connectivist principles and Starkey’s (2011) Digital Age Learning Matrix I proposed three internal assessments: Interact, Writing, and Viewing. As is current practice in New Zealand, the assessments are a collection of ongoing and authentic evidence of student progress. Feedback plays a crucial role in this framework and students receive it from various sources: self-reflection on their task, peer or foreign language peer, and from their teacher. I share it with you now to spark thought about how we could assess languages - and other subjects - in the digital age.
While we may not be able to change formal assessments, perhaps it is possible to draw out some elements to inform ongoing formative assessments. How can students share their work and establish connections with others to develop their understanding and create meaning? How is self and peer review integrated into assessment? How do you incorporate technology into existing assessments?
It comes down to what we value as educators – is it content knowledge, the ability to seek out and make sense of information, the sharing of knowledge, or a blend of it all?
Volume 23 Number 1 Page 23