Using assessment to showcase employability in IWLP

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© 2017 Caroline Campbell.


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Abstract

Assessment is a critical part of teaching and learning so it is important that students are encouraged to engage positively with it. The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at upper-intermediate and advanced levels, broadly equivalent to the Common European Framework of Reference for languages (CEFR) B2-C1, to enable students to develop and evidence their academic skills – such as research skills, digital skills and critical thinking – and to showcase employability behaviours in addition to their language skills and intercultural awareness. This paper outlines the drivers for reviewing the assessment model, explains the design of the new speaking assessment and how this enhances their learning and employability, and provides a brief evaluation of the pilot.

Keywords: assessment, employability, evidence, academic skills, digital skills.

References

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CBI. (2015). Inspiring growth: CBI/Pearson education and skills survey. London: Confederation of British Industry. http://www.cbi.org.uk/insight-and-analysis/inspiring-growth-the-education-and-skills-survey-2015/

Elton, L. (1987). Teaching in higher education: appraisal and training. London: Kogan Page.

Gibbs, G., & Simpson, C. (2004-05). Conditions under which assessment supports students’ learning. Learning and teaching in higher education, 1(1), 3-29. http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf

Klapper, J. (2006). Understanding and developing good practice: language teaching in higher education. London: CILT.

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Campbell, Caroline. (2017). Using assessment to showcase employability in IWLP. In Carmen Álvarez-Mayo, Angela Gallagher-Brett, Franck Michel (Eds), Innovative language teaching and learning at university: enhancing employability (pp. 97-104). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.innoconf2016.659

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