期刊名称：Bellaterra Journal of Teaching & Learning Language & Literature
印刷版ISSN：2013-6196
出版年度：2015
卷号：8
期号：4
页码：62-81
语种：English
出版社：Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials
摘要：The development of learning autonomy and the acquisition of professional discourse in a second language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This action research study explores the use of formative and self and peer assessment in the teaching of professional discourse in an ICL-HE context. It examines how student generation and application of an instrument to assess written professional discourse creates a knowledge building environment (KBE) and opportunities for learning and tracks the learning behaviour trajectory of one student. Interaction analysis is applied to audio and video data collected during a professional discourse writing activity. Classroom data provides evidence for the creation of KBE and opportunities for learning. Longitudinal data collected from one student reveals increasing orientation toward the learning object. The student generation of assessment instruments is a viable formative assessment technique in ICL-HE contexts.
关键词：Higher education;ICL-HE;Assessment;Professional discourse;Learning Behavior Tracking;Educació universitària, AICLE, Avaluació, Discurs professional, Seguiment de comportament d’aprenentatge;Educación universitaria, AICLE, Evaluación, Discurso profesional, Seguimiento de comportamiento de aprendizaje;Educació universitària, AICLE, Avaluació, Discurs professional, Seguiment de comportament d'aprenentatge
