Publikationen

Assessing Student Learning Outcomes: Teacher Perspectives on Assessment Formats

Student assessments matter in so many significant ways. They have a direct impact on our teaching practices and our students’ learning experiences and outcomes. They matter institutionally – in terms of how our departments participate in larger conversations about teaching practices, accountability, and funding. Finally, our assessments speak to our professionalism and teaching philosophies.

The Assessment Guide is a collaborative effort of the TU Dortmund Division of Foreign Languages faculty to engage in a meaningful and student-oriented discussion about assessing student achievement. Although chosen examples come from the area of L2 (English), most of the discussed material is not language-specific and can be applied to teaching other languages.

The purpose of the Assessment Guide is to offer recommendations and guiding templates to be used by the L2 (English) instructors in the design and development of valid, reliable, and fair assessments that enhance students’ learning experience and learning outcomes. The Assessment Guide aims to promote principles of consistency of practice across all sections of CEFR-informed English instruction in the Division of Foreign Languages, TU Dortmund University.

Assessment Guide for English

Weitere Publikationen:

Martin, Carsten (2012). Probleme mit der Allgemeinsprache in Textaufgaben bei Lernenden mit Deutsch als Zweitsprache (DaZ). In: Praxis der Mathematik in der Schule, 46, S. 20-25.

Syrou, Meni (2013): Handlungsorientierte Unterrichtskonzepte im universitären Fremdsprachenunterricht (FSU) nach Bologna. Einige Überlegungen aus der Praxis. In: Journal Hochschuldidaktik, 24. Jg., 2013, Nr. 1+2, S. 15-18.

Tiego, Laura (2020). Sprachliche Vorbereitung auf einen Studienaufenthalt im Ausland: ERASMUS-Kurs im zhb Bereich Fremdsprachen der Technischen Universität Dortmund. In: Fremdsprachen und Hochschule 95, AKS-Verlag Bochum, S. 223-233.

Müller-Lyaskovets, T., & Horner, O. (2021). Integrating formative assessment with foreign language (English) process writing instruction: Lessons from two college writing and reading classes in Germany. Journal of Academic Writing, 11(1), 62-79. https://doi.org/10.18552/joaw.v11i1.499

Müller-Lyaskovets, T., Syrou, M. & Horner, O. (2021, July 7-8). Agency as a jointly constructed action: An ethnographic study of developing a writing training program at a German university. EATAW 2021: 11^th conference of the European Association for the Teaching of Academic Writing, Ostrava, the Czech Republic.

Müller-Lyaskovets, T., Syrou, M. & Horner, O. (2021). Looking into the role of educational action research in developing an autonomous learning academic writing course (English) at a technical university, Germany. Rethinking the Language Learner (FLF 53), pp. 211-226.

Müller-Lyaskovets, T., Horner, O. & Syrou, M., (2022, March 9 -12). A conceptual framework for understanding the university writing climate for L2 (English) in Germany: A cultural approach [paper presentation]. 2022 CCCC Annual Convention, Chicago, USA. Published on WAC Clearinghouse International Writing Studies. https://wac.colostate.edu/docs/comppile/international/2022CCCC/MuellerHornerSyrou.pdf

Müller-Lyaskovets, T., & Syrou, M. (2023, June 5-7). Transitioning from emergency remote instruction to inverted classroom practices in L2 (English and German) writing across the Department of Foreign Languages [paper presentation]. Writing Technology, Thinking, and Learning: 13th Conference of the European Association for the Teaching of Academic Writing, Winterthur, Switzerland. https://digitalcollection.zhaw.ch/bitstream/11475/28278/3/2023_ZHAW_Book-of-Abstracts-EATAW2023.pdf