• Description

This subject will begin with a consideration of the the key principles of language assessment and how these relate specifically to the competences laid out in the Common European Framework of Reference for Languages. We will then go on to apply these principles to online tasks designed to assess those competences. Finally, the various issues involved in assessing online collaborative work will be considered.

• The subject within the syllabus as a whole

This is a compulsory course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the compulsory block of courses:  "Foundations of technology-mediated language teaching and learning."

• Professional fields to which it applies

This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes editors, materials writers, and consultants for online language learning platforms.

• Prior knowledge

In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required.

• Information prior to enrolment

Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.

• Learning objectives and results

This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S)

• (B10) Being able to study in a self-directed and autonomous way.
• (G2) Searching for, obtaining, processing, and communicating information (oral, written, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis.
• (T2) Using and applying ICT efficiently, flexibly and creatively.
• (S3) Mastering the various tools to learn a second language at a proficient user level and being able to adjust to the changing nature of educational technology.
• (S4) Mastering the theoretical principles in technology-mediated second language teaching and learning and applying them to make decisions about authentic pedagogical interventions in online or hybrid contexts.
• (S7) Analyzing, interpreting, and conveying the results and implications of the pedagogical actions or research projects carried out.
• (S8) Designing digital educational and training materials in multiple media and formats.

These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

• Synthesise the information about what assessment is, including key aspects presented in the resources.
• Produce a case study on the use of descriptors and assessment criteria in language teaching in a specific setting.
• Investigate the suitability of an online tool for assessment by evaluating its affordances against the needs of the learners, the teachers and the task.
• Design an online speaking assessment and relevant marking criteria.
• Design an online assessment quiz.
• Recognise the complexity of evaluating collaborative online assessments.
• Apply the knowledge about principles of assessment to the design of assessment criteria.
• Analyze a specific innovation in assessment and evaluate its usefulness in a specific context.

• View the learning resources used in the subject

• Support tools and learning resources

The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth and will be provided with additional complementary references for each unit.

• Guidelines on assessment at the UOC

The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

• View the assessment model