First meeting: 09.10.2019
Please note that if you do not come to the first meeting, you run the risk of losing your place.
Using systematic techniques to give students an appraisal of their achievements in L2 writing is a key responsibility of any language teacher. However, assessment does not end with marking class tests. Formative assessment that shows learners what is next in learning and helps them to improve their writing skills should complement summative forms of assessment (e.g. class tests). The rationale of the course is to address and illuminate those issues that teachers will encounter while dealing with students’ written work in EFL classrooms at secondary schools. We will review research on the effectiveness of a teacher’s written feedback and explore alternative forms of feedback. To ensure a high level of practical relevance, examples will be taken from secondary I & II teaching resources. Samples of state wide mandatory tests like ZP 10 and ZABI will also be analysed with regard to general quality criteria of testing such as validity and reliability.
Bettina Akukwe, Rüdiger Grotjahn & Stefan Schipolowksi (Eds.). 2017. Schreibkompetenzen in der Fremdsprache: Aufgabengestaltung, kriterienorientierte Bewertung und Feedback.
Tübingen: Narr Francke Attempto.
Ferris, Dana R. & Hedgcock, John S. 2005. Teaching ESL Composition. New York/London: Routledge.
Crusan, Deborah. 2010. Assessment in the Second Language Writing Classroom. Ann Arbor: University of Michigan Press.
Please register via WUSEL between 19.08.2019 to 01.09.2019.
Registrations before or after this time will not be considered.
Pre-reading tasks, design of a writing task or scoring grid and active participation in group discussions or a combination.
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