With more constructivist approaches to learning in higher education and more value on teamwork skills, students' oracy (speaking and listening) features more prominently in curriculum, pedagogy and assessment. The paper reports on a study of two firstâyear Australian university courses in disciplines with explicit industry orientations and high proportions of international students. Drawing on classroom observations and interviews with the lecturers, this paper investigates their pedagogical designs on oracy and the oracy demands of their assessment tasks. The study found that talkâbased assessment tasks (a group project and a group oral presentation) featured in both courses but the two courses treated students' oracy differently: as product or process. The contrast between the two assessment designs explicates issues around EAL (English as an additional language) student needs, authentic links to industry, the provenance of criteria used to assess performance, perceptions about the relevance of talk and the âhidden assessmentâ of oracy.View full textDownload full textKeywordsoracy, assessment, groupwork, higher education, EAL studentsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0969594X.2010.498775
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