Award recipient: Pre-recorded video contribution
Integrated assessments measure English language readiness for university. As language assessment contexts are borderless, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60), “person oriented” (Molenaar, 2015), and aligned with the complexity and dynamics of language development. One solution is to enmesh employability soft skills in EAP integrated assessment. We conducted a systematic review of EAP integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university EAP programs.
Bensen, P. (2019). Ways of seeing: The individual and the social in applied linguistics research methodologies. Language Teaching, 52(1), 60-70. https://doi.org/10.1017/S0261444817000234
Molenaar, P. C. M. (2015). On the relation between person-oriented and subject-specific approaches. Journal for Person Oriented Research, 1(1-2), 34-41. https://doi.org/10.17505/jpor.2015.04
Peng, H., Jager, S., Thorne, S. L., & Lowie, W. (2020). A holistic person-centred approach to mobile-assisted language learning. In W. Lowie, M. Michel, A. Rousse-Malpat, M. Keijzer, & R. Steinkrauss (Eds.), Usage-based dynamics in second language development, 87-106. Bristol, UK: Multilingual Matters.