| Title | Designing computer-delivered language tests with beneficial washback on learning: a student-faculty collaborative approach |
|---|---|
| Faculty/College/Unit | Arts |
| Status | Completed |
| Duration | 2 Year |
| Initiation | 04/01/2011 |
| Completion | 05/29/2013 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2011/2012 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Caroline Rieger |
| Year 1: Funded Amount | 15,735 |
| Year 1: Team Members | Caroline L. Rieger, Central, Eastern and Northern European Studies, Faculty of Arts |
| Year 1: Summary | This project focuses on computer-delivered German language tests that are taken every year by several hundred students at UBC. These tests were originally designed in 2002/3 to formally assess German language students and to provide students with feedback on a continuous basis. However, the tests are outdated and seem to have no positive impact on student learning. Through a student-faculty collaborative effort, these tests will be redesigned to offer beneficial washback to the students who take them, that is to say, to help test takers identify their strengths and weaknesses, set goals for future German study, employ more focused and effective practice, and increase their motivation to use and learn German. In addition, the project is designed to provide an enriching educational experience for three students (one Ph.D., one Master’s and one undergraduate student), who will collaborate with the principle applicant in the development and evaluation of the test series. |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2012/2013 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Caroline Rieger |
| Year 2: Funded Amount | 14,750 |
| Year 2: Team Members | Caroline L. Rieger, Central, Eastern and Northern European Studies, Faculty of Arts |
| Year 2: Summary | This project focuses on computer-delivered German language tests taken every year by several hundred students. Originally designed between 2001 and 2003 to formally assess and provide frequent feedback to students, they are outdated and seem to have no positive impact on student learning. In a student-faculty collaborative approach, these tests are being redesigned to offer strong beneficial washback to the students who take them, i.e. help test takers identify their strengths and weaknesses, set goals for future German study, lead to more targeted and effortful practice, and increase their motivation to use and learn German. In Phase Two, the project will be expanded to redesign a series of tests geared towards placing students with previous German knowledge into appropriate language classes. |