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ERIC Number: EJ912801
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0969-594X
Talking the Talk: Oracy Demands in First Year University Assessment Tasks
Doherty, Catherine; Kettle, Margaret; May, Lyn; Caukill, Emma
Assessment in Education: Principles, Policy & Practice, v18 n1 p27-39 Feb 2011
With more constructivist approaches to learning in higher education and more value on teamwork skills, students' oracy (speaking and listening) features more prominently in curriculum, pedagogy and assessment. The paper reports on a study of two first-year Australian university courses in disciplines with explicit industry orientations and high proportions of international students. Drawing on classroom observations and interviews with the lecturers, this paper investigates their pedagogical designs on oracy and the oracy demands of their assessment tasks. The study found that talk-based assessment tasks (a group project and a group oral presentation) featured in both courses but the two courses treated students' oracy differently: as product or process. The contrast between the two assessment designs explicates issues around EAL (English as an additional language) student needs, authentic links to industry, the provenance of criteria used to assess performance, perceptions about the relevance of talk and the "hidden assessment" of oracy. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia