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- CALL (computer assisted language learning)
- Computer Assisted Language Learning (CALL) is the general term for the range of processes and activities that employ computers in the teaching and learning of a new language.
The advantages of combining language learning and technology include enabling access to native speakers through communications applications which facilitate online video/audio chat.
CALL can allow teaching, reinforcing, testing and practicing to be combined through the use of applications. For example, an application with a predetermined set of algorithms can recognise when a user shows mastery over certain grammar and vocabulary. The program repeats the material until it has determined that the user has exhibited sufficient knowledge of the subject, and then proceeds to assess other more difficult material.
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- case study
- In case studies students are asked to investigate a single case in terms of what they have learnt in the course. Case studies require students to investigates a phenomenon (e.g. an individual, group, event, policy, institution) in -depth, providing an excellent opportunity to demonstrate and apply their understanding.
A case study assessment can be based on a single phenomenon, or multiple case studies can be researched and presented for comparative analysis.
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- cirrus
- Cirrus is a teaching and learning platform (that is integrated with Blackboard) that supports innovative, digitally informed assessment and learning activities at The University of Queensland (see https://cirrus.austlit.edu.au ).
Cirrus is a teaching and learning space that enables assessment activities such as online exhibitions and annotations of text, images, video, and audio.
Cirrus allows course convenors to set assignments where students can work entirely online to undertake and communicate the results of their work. Students can undertake group or independent work, and will also have the opportunity of their exemplary work being published by AustLit. Students can add their work to eportfolio repositories such as Chalk and Wire, or download PDF versions for attaching to their CVs or sharing with colleagues, friends, family, or potential employers.
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- client liaising
- An authentic, practice-based assessment technique that provides students with work integrated learning opportunities by way of real life engagements with external client groups. Client liaising assessment tasks provide personalised learning opportunities by allowing students to work with community groups/external clients whose concerns and issues are aligned with their own. Students are evaluated on the quality of their stakeholder engagement and their ability to produce reports and/or outcomes that meet the needs and communicative modes of their clients, and that adhere to the conventions of the discipline or vocational setting.
Client liasing is well suited to industry facing courses, as well as upper level undergraduate and post-graduate courses where students benefit most from work-integrated learning opportunities. It directly enhances student employability by fostering professional networking opportunities, and the resulting output can be added to students’ professional portfolios.
This assessment type discourages academic misconduct (such as outsourcing or plagiarism) as it is based on unique, first-hand field work and ongoing contact with external clients.
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- co-generated knowledge
- This task encourages the creative generation of new (co-generated) knowledge and ideas through critical discussion between and among students and teachers. Co-generated knowledge draws on an immersive pedagogy in which learning takes place within the interactive exchange.
An example of a task that can be assessed in terms of co-generated knowledge is a student panel discussion based on an assigned reading.
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- collaborative learning
- Collaborative learning is the result of a small group co-operating together. Collaborative learning assessments emphasise both interdependence and individual responsibility and accountability. Collaborative learning as an educational approach is based on the idea that learning is a social act.
Collaborative leaning assessments create opportunities for students to engage in subject specific discussions with peers; assimilate multiple views to deepen knowledge and promote critical thinking; and develop effective communication, teamwork and cross cultural awareness skills.
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- community engagement
- There is no commonly agreed definition of community engagement, and many definitions of the term exist.
However, it seems that in simplified terms community engagement is a strategic process of working collaboratively with community groups to address issues that impact the well-being of those groups.
The goal of community engagement is to better engage the community to achieve long-term and sustainable outcomes, processes, relationships, discourse, decision-making, or implementation.
To be successful, community engagement must encompass strategies and processes that are sensitive to the community-context.
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- creative
- Assessment tasks that have an inventive, imagination centred and innovative focus or component.
Often used in artistic fields such as film, art or literature, this assessment type enhances student’s ability to communicate effectively both textually and visually.
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- creative writing
- An assessment piece focused on writing which displays imagination or invention. Typically consisting of fiction or poetry, it is often contrasted with academic, technical or journalistic writing. Creative writing expresses ideas, emotions and thoughts in an open, rather than factual or critical, manner.
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- critical analysis
- An assessment task requiring a student to critically evaluate data (e.g. literature, media, qualitative/quantitative results). This process is often shaped by a set enquiry, question or debate that relates directly to course content and has been guided/posited by the instructor.
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