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Article: Designing assessment tasks with language awareness: Balancing cognitive and linguistic demands

TitleDesigning assessment tasks with language awareness: Balancing cognitive and linguistic demands
Authors
Issue Date2014
PublisherAssessment & Support Team, Education Infrastructure Division, Education Bureau, HKSARG. The Journal's web site is located at http://wlts.edb.hkedcity.net/tc/home/index.html
Citation
Assessment and Learning, 2014, n. 3, p. 97-119 How to Cite?
評估與學習, 2014, n. 3, p. 97-119 How to Cite?
AbstractIn schools using English as the medium of instruction (EMI schools), students’ performance in assessments may be hindered by the fact that they are asked to express their grasp of the content knowledge through their second language (L2). Hence, teachers may wonder whether students do not understand the concepts or whether they are not able to read the questions or write down their answers. This assessment issue is important yet under-explored. In this paper, we first highlight some issues concerning the validity of assessment in EMI education. Then, we propose a framework for teachers to evaluate the cognitive and linguistic demands of their assessment tasks. Finally, we suggest some strategies that teachers can adopt to provide scaffolding for students to attempt challenging assessment tasks. It is hoped that with the theoretical framework and scaffolding strategies, students’ actual learning progress will be better understood.
Persistent Identifierhttp://hdl.handle.net/10722/213641
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLo, YY-
dc.contributor.authorLin, AMY-
dc.date.accessioned2015-08-07T10:08:29Z-
dc.date.available2015-08-07T10:08:29Z-
dc.date.issued2014-
dc.identifier.citationAssessment and Learning, 2014, n. 3, p. 97-119-
dc.identifier.citation評估與學習, 2014, n. 3, p. 97-119-
dc.identifier.issn2305-7114-
dc.identifier.urihttp://hdl.handle.net/10722/213641-
dc.description.abstractIn schools using English as the medium of instruction (EMI schools), students’ performance in assessments may be hindered by the fact that they are asked to express their grasp of the content knowledge through their second language (L2). Hence, teachers may wonder whether students do not understand the concepts or whether they are not able to read the questions or write down their answers. This assessment issue is important yet under-explored. In this paper, we first highlight some issues concerning the validity of assessment in EMI education. Then, we propose a framework for teachers to evaluate the cognitive and linguistic demands of their assessment tasks. Finally, we suggest some strategies that teachers can adopt to provide scaffolding for students to attempt challenging assessment tasks. It is hoped that with the theoretical framework and scaffolding strategies, students’ actual learning progress will be better understood.-
dc.languageeng-
dc.publisherAssessment & Support Team, Education Infrastructure Division, Education Bureau, HKSARG. The Journal's web site is located at http://wlts.edb.hkedcity.net/tc/home/index.html-
dc.relation.ispartofAssessment and Learning-
dc.relation.ispartof評估與學習-
dc.titleDesigning assessment tasks with language awareness: Balancing cognitive and linguistic demands-
dc.typeArticle-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.identifier.authorityLin, AMY=rp01355-
dc.identifier.hkuros246096-
dc.identifier.issue3-
dc.identifier.spage97-
dc.identifier.epage119-
dc.publisher.placeHong Kong-

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