What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

Autor/in	Ito, Hiroshi
Titel	What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement
Quelle	In: Journal of Education and Learning, 3 (2014) 2, S.145-152 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Learner Engagement; Feedback (Response); Learning Processes; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Creative Thinking; Course Descriptions; Business Schools; Thinking Skills; Course Objectives; Sociolinguistics; Student Attitudes; Writing Skills; Communication Skills; Skill Development; Foreign Countries; Active Learning; Summative Evaluation; Formative Evaluation; Qualitative Research; Japan + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kreatives Denken; Kursstrukturplan; Denkfähigkeit; Soziolinguistik; Schülerverhalten; Writing skill; Schreibfertigkeit; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Aktives Lernen; Qualitative Forschung
Abstract	It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled "English as an International Language" offered at the Nagoya University of Commerce and Business in Japan. The course objective was to help develop critical thinking, analytical reasoning, creative thinking, writing, and communication skills through examining the sociolinguistic landscape surrounding the English language in Japan. ICE (Idea-Connection-Extension) methodology was used to assess the course. Students actively engaged in the coursework and their feedback to the course was positive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01