Interweaving employability skills in ESL/EFL university direct entry integrated assessment tasks: A systematic review.
Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, and technologised learners are increasingly striving to achieve "differentiated learning goals" (Peng et al., 2020, p. 88), the...
| Publicado en: | English Australia Journal Vol. 40; no. 2; pp. 23 - 50 |
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| Autores principales: | , |
| Formato: | Artículo |
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English Australia
2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179251416&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179251416 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14444496 B8C8 jtl: English Australia Journal issn: 14444496 maglogo: N pubinfo: dt: 2024 vid: 40 iid: 2 pid: 63552 pub: English Australia artinfo: ui: 179251416 10.61504/jrnz2577 ppf: 23 ppct: 27 formats: tig: atl: Interweaving employability skills in ESL/EFL university direct entry integrated assessment tasks: A systematic review. aug: au: WINDSOR, ANGELA HANCOCK, ZOE affil: University of Southern Queensland Southern Cross University su: Soft skills Language ability testing English language Learning goals Twenty-first century sug: subj: Soft skills Language ability testing English language Learning goals Twenty-first century keyword: employability soft skills English for Academic Purposes (EAP) integrated assessment ab: Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, 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). One response is to interweave employability soft skills in English for academic purposes (EAP) direct entry program (DEP) integrated assessment. We conducted a systematic review of integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university DEPs. The findings suggest that adopting a person-centred approach to the design and research of integrated assessments may more comprehensively support students' adaptive communication capacities for 21st century ambitions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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