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Towards the student-centred paradigm to teaching and assessing writing : a shift of focus
المؤلف
المصدر
العدد
المجلد 2016، العدد 17 (31 يناير/كانون الثاني 2016)، ص ص. 40-58، 19ص.
الناشر
المدرسة العليا للأساتذة-آسيا جبار
تاريخ النشر
2016-01-31
دولة النشر
الجزائر
عدد الصفحات
19
التخصصات الرئيسية
الموضوعات
الملخص EN
The objective of education is learning.
The domain of higher education is anchored by two theoretically opposed approaches; namely, the teacher-centred and the learner-centred approaches to teaching.
In many discussions about teaching and learning in EFL contexts, mention is always directed towards these two teaching paradigms.
Debate always rises about one main point that is usually given little importance on the part of language teachers, if not partially overlooked.
This crucial point concerns the assessment of students’ learning in the four language skills and in the writing skill in particular.
Given the great importance it has in the learning process, assessment is claimed to be a central part of language teaching.
Therefore, it is an obligation on the part of teachers and stakeholders to give it due attention and to consider its key role in boosting EFL students’ learning in order to get better academic results.
As a component of teaching, assessment is considered in different ways in each teaching paradigm, reflecting thus the principles and assumptions each paradigm is based on.
In the present paper, we argue that teachers should move forward and use more learner-centred teaching and assessment since, in higher education, the main purposes of assessment are to determine what students have learned to reveal their strengths and weaknesses (students’ achievement) and to get valuable information about instructional programs’ quality.
The shift towards learner-centred teaching will change the core of teaching to the student and the learning process.
All the activities and tasks to be assessed in the courses emerge from the course objectives.
Besides this, student-centred approach to learning necessitates the use of authentic assessment.
Teachers’ involvement in the assessment process is more likely to ensure that the evaluation process reflects course goals and objectives.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Boudersa, Nasirah. 2016. Towards the student-centred paradigm to teaching and assessing writing : a shift of focus. Forum de L' enseignant،Vol. 2016, no. 17, pp.40-58.
https://search.emarefa.net/detail/BIM-800446
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Boudersa, Nasirah. Towards the student-centred paradigm to teaching and assessing writing : a shift of focus. Forum de L' enseignant No. 17 (Jan. 2016), pp.40-58.
https://search.emarefa.net/detail/BIM-800446
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Boudersa, Nasirah. Towards the student-centred paradigm to teaching and assessing writing : a shift of focus. Forum de L' enseignant. 2016. Vol. 2016, no. 17, pp.40-58.
https://search.emarefa.net/detail/BIM-800446
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references : p. 57-58
رقم السجل
BIM-800446
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
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