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Learning Through Assessment in Anthrogogic Contexts: Wash-Forward

Learning Through Assessment in Anthrogogic Contexts: Wash-Forward

Shree Deepa, Geetha Durairajan
Copyright: © 2023 |Pages: 20
ISBN13: 9781668462270|ISBN10: 1668462273|ISBN13 Softcover: 9781668462317|EISBN13: 9781668462287
DOI: 10.4018/978-1-6684-6227-0.ch006
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MLA

Deepa, Shree, and Geetha Durairajan. "Learning Through Assessment in Anthrogogic Contexts: Wash-Forward." Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback, edited by Asli Lidice Gokturk-Saglam and Ece Sevgi-Sole, IGI Global, 2023, pp. 99-118. https://doi.org/10.4018/978-1-6684-6227-0.ch006

APA

Deepa, S. & Durairajan, G. (2023). Learning Through Assessment in Anthrogogic Contexts: Wash-Forward. In A. Gokturk-Saglam & E. Sevgi-Sole (Eds.), Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback (pp. 99-118). IGI Global. https://doi.org/10.4018/978-1-6684-6227-0.ch006

Chicago

Deepa, Shree, and Geetha Durairajan. "Learning Through Assessment in Anthrogogic Contexts: Wash-Forward." In Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback, edited by Asli Lidice Gokturk-Saglam and Ece Sevgi-Sole, 99-118. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6227-0.ch006

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Abstract

This chapter charts the wash-forwards gained by the teacher authors who learnt through assessment in the process of teaching an online English language proficiency course that was offered to adult students in mainstream higher education classrooms. The whole course used scenario-based learning and assessment as its tapestry. Students were treated as equal partners; the learnings and the feed-forwards for further courses for the author-teachers were in the areas of time management; new group dynamics, the use of new technological tools as taught by students, the varied uses of plurilingual language use, and new ways of raising an awareness of the potentiality of language to be used in a constructive, neutral, or destructive manner. The students also benefited because they learnt to reflect on their own academic lives, to take responsibility for their academic decisions, and to be aware of their own language use. Though the primary context was the online teaching context during Covid-19, the implications are for regular offline and post-Covid classrooms.

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