1,722,761 research outputs found
Integrating the Formative and Summative Post Covid-19 in a Blended Learning Approach to Higher Educational Assessment
Full text linkThe response to the Covid-19 pandemic in Europe, reflecting a general move towards remote working, has been overwhelmingly one of turning to Emergency Remote Teaching (ERT) described as a “temporary solution to an immediate problem” (Bozkurt and Sharma 2020, ii). ERT is often seen from a negative viewpoint, linked to a reactive approach to teaching (Golden 2020; Murphy 2020) with a lack of planning or expertise. This means of delivery, however, has also taught us many lessons, some of which may provide us with new opportunities and ways of working in the future (Hodges et al. 2020; Hartle 2020; Thomas et al. 2021). When considering the assessment of language competence one of these lessons is that formative assessment is more appropriate to asynchronous, online contexts and summative assessment is suited rather to the synchronous, face to face spaces. In Higher Education (HE) contexts in the past summative assessment has generally been conducted in person, in a physical context because of concerns related to exam security (Nusche 2008; Pachler et al. 2010). The challenge now, where online teaching is increasingly becoming part and parcel of the educational repertoire, however, is to integrate both the formative and the summative in a new form of blended learning (BL) for the future. This is a future where the approach to teaching in online digital contexts both synchronously and asynchronously will no longer be ERT but a principled, planned approach to combining the digital with the traditional
Telegram from Rusell P. Hartle to Amon G. Carter, Jr.
Full text linkTelegram from Russell P. Hartle, Retired Major General of United States Army, to Amon G. Carter, Jr. upon the death of Amon Giles Carter. The telegram expresses condolences about his death.https://mavmatrix.uta.edu/specialcollections_meachamcarterpapers/1430/thumbnail.jp
Combining formative and summative practices in higher education ELT: Implementing learning-oriented assessment
No full textProponents of educational reform frequently call for ‘higher standards’ but in their influential article, Black and Wiliam (1998) point out that national reforms worldwide fail as ‘the sum of all these reforms has not added up to an effective policy because something is missing’ (1998:140): a focus on what actually happens in the classroom and how learning is managed. Classrooms have changed since 1998, but there is still a tendency for reformers to call for higher standards and better exam results without clearly explaining how to achieve them. This puts pressure on teachers, who already face time, administrative and curriculum constraints, to take responsibility for managing assessment processes while also promoting learning in the classroom. The primary aim of this article is to describe ways in which assessment tools, ranging from summative to formative assessment, can be combined systematically to promote learning as well as measuring achievement, with a particular emphasis on how formative assessment can aid learning and ultimately benefit learners in summative tests. This is illustrated by the system applied on the English for Professional Purposes (EPP) course, ‘English for the World of Work’ at Verona University. This is a postgraduate course, designed and implemented by the Department of Foreign Languages and Literatures of Verona University, to form a bridge between the theoretical studies of language undertaken at the university and the more practical language skills required in the workplace (for a full description see Hartle 2018b). Although this is not a General English course, the assessment tools used can also easily be extended to school courses teaching professional English or General English
Listening to lessons learned from lockdown: catering for the insights of individual participant voices analyzed particularly through poetic inquiry
No full textThe article focuses on English language university students and a pilot study undertaken at the University of Verona to investigate changing study strategies during the pandemic. This article will present key findings from the study. We begin with a brief summary of the frequency analysis of two questionnaire answers, which has been more amply described elsewhere (Hartle 2022), but our main focus is a qualitative analysis of poems constructed from three participant transcripts of open answers on the same question naire. This slightly unusual approach, known as PI, is an emergent arts-based method ology (Vincent 2018). In this approach the use of poetry reveals the participants’ words and thoughts, and, indeed, arts-based methodologies are often employed in the social sciences to give voice to the disenfranchised. The underlying, themes provide insights that are at times surprising and may shed light on factors such as space, time and hu man relationships, which are not always explicitly expressed when focusing on study. Finally, we suggest some practical implications for teachers and materials developers
Clive Hartle
No full textClive Hartle is pictured his sophomore year at Uintah High School. He is the son of Frank and Bessie Hartle
Velda Hartle
No full textVelda Hartle is pictured her freshman yeawr at Uintah High School. She is the daughter of Mary Hartle
Reva Hartle
No full textReva Hartle is the daughter of Charles and Katherine Hartle of Roosevelt. She attended Uintah High School and is pictured her junior year
Max Hartle
No full textMax Hartle, son of Kenneth and Dona Hartle, prepares to leave for a mission for the Chuch of Jesus Christ of Latter-day Saints int he North Central States Mission
Introduction (con S. Gandesha e J.F. Hartle)
No full textIf 2019 was an “Adornian year” because of the 50th anniversary of the untimely death of Theodor W. Adorno in August 1969, also 2020 has been an “Adornian year” because of the 50th anniversary of the posthumous publication of Adorno’s great but unfinished masterpiece Aesthetic Theory, first published in 1970. Adorno’s intellectual legacy is still alive today and indeed important for the conceptual tools as it still provides to develop a critical, active and negative (instead than acritical, passive and affirmative) relationship with the real. In the vast and complex corpus of Adorno’s entire philosophical oeuvre, his aesthetic theory deserves an especially close and renewed attention today for the variety of intellectual provocations that are still richly offered to us in order to critically understand our age
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