Alternative Assessment in Engineering Language Education: The Case of the Technical University of Madrid

Autor/inn/en	Pierce, Joana; Duran, Pilar; Ubeda, Paloma
Titel	Alternative Assessment in Engineering Language Education: The Case of the Technical University of Madrid
Quelle	(2011), S.179-187 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Portfolios (Background Materials); Engineering Education; Curriculum Design; Alternative Assessment; Foreign Countries; Second Language Instruction; Higher Education; Self Evaluation (Individuals); Academic Achievement; Outcomes of Education; Academic Degrees; National Standards; Alignment (Education); International Cooperation; Student Mobility; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Lehrplangestaltung; Ausland; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Lernleistung; Schulerfolg; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität
Abstract	Engineering institutions across Europe are currently involved in a major process of reform and restructuring as a part of the Bologna Process, which stresses the role of competencies and outcomes in curriculum design. In the field of languages, the Council of Europe has developed the CEFR (Common European Framework of References) for languages, which aims to provide a reference framework for describing different qualifications, identifying different language learning objectives and setting out the basis of different achievement standards. Using this framework of language competence levels, our research group, over a three-year period, has developed and piloted the ACPEL (Academic and Professional English Language Portfolio) especially designed for engineering students and professionals. This portfolio was accredited by language division of the Council of Europe in 2008. This paper will report on an ongoing project dealing with self- and peer-assessment based on the ACPEL portfolio. The project's aim is threefold: firstly, to train university language professionals in the use of self- and peer-assessment through the implementation of the ACPEL portfolio; secondly, to gradually introduce these assessment processes into the engineering language curriculum; and finally, to monitor and evaluate these two processes at the seven engineering schools. (Contains 4 tables and 3 figures.) [This work has been funded by The Technical University of Madrid through the innovation group APLAI and the research group DISCYT.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10