Transforming assessment mindsets: Professional development through a blended MOOC

Contextualisation

Classroom-based assessment is seen as ‘principled ways of collecting and using evidence on the quality and quantity of people’s learning’ (Rixon, et al., 2019, p. 1). Regarding early language learning (ELL), traditional assessment methods associated with tests are considered problematic because they do not contemplate attitudinal and motivation goals, oral skills, or intercultural communicative competence. Assessment practices have not accompanied the introduction of English at earlier ages, and assessment remains troublesome. This is due to inadequate planning during policy implementation, assessment being at odds with the playful, oral-based approaches of ELL programmes and the influence of general education which overlooks the specificities of ELL (Mourão, et al.,2021). Teachers play a crucial role in the decision-making process which impacts on classroom-based assessment, and improved assessment literacy can overcome negative mindsets towards assessment amongst teachers and stakeholders. Despite being one of the most relevant aspects of teacher education, it has been a pressing issue for decades and teachers continue to require a deeper understanding of ‘the purposes of and social role of assessment in education’ and to grasp ‘the link between various assessment purposes, tools or instruments, methods and the curriculum’ (Papp, 2019, p. 400).

Research in Portugal (Moreira et al., 2021) has identified an incongruence between teaching and learning goals in ELL teachers’ classroom-based assessment practices, which is confounded by an absence of training in assessment, misunderstanding learning outcomes, traditional cultures of assessment and professional isolation. Recommendations highlight the need for an efective, nationwide intervention to upgrade the assessment literacy of Portuguese ELL teachers that changes mindsets and classroom-based assessment practices and counters professional isolation.

MOOCs combine ‘autonomous and self-directed learning with a strong social dimension and the interaction that make learning experiences richer and more rewarding’ (Teixeira, et al., 2015: 146). MOOCs are relatively under-researched for professional development, yet they have proven to enhance pedagogical knowledge, improve classroom practices, promote collaborative learning and contribute to continuous PD. They facilitate peer exchange, contribute to building a community, involve peer review activities, use content as a trigger for learning through reflection, sharing and exchange, facilitate transfer to practice and are flexible (Herz, et al., 2021).

The TAM-bMOOC project aims to upgrade the assessment literacy of primary English teachers and investigate the efectiveness of the instructional design features of a blended Massive Open Online Course (bMOOC) ‘Classroom-based assessment in primary English education’ to stimulate a change in mindsets and classroom practices and foster a sense of community.

Objectives

This blended MOOC aims to develop participants’ formative assessment literacy in primary English education with a focus on listening and speaking skills. It provides opportunities to bridge the theory-practice gap and contributes to combating professional isolation through the creation of online communities of practice

At the end of the blended MOOC participants will be able to:

• Identify age-appropriate activities and assessment tools for listening and speaking
• Select, adapt and develop their own assessment tools
• Justify approaches to and criteria for classroom-based assessment in their contexts

Target audience and accreditation

It is accredited for English teachers in Recruitment Group 120 for a total of 35 hours corresponding to 8 weeks of study and an induction week. Participants should be teaching students in Grades 3 and or 4 while they are taking the course. Enrolments are open until 1 November.

The course runs from 4 November 2024 to 26 January 2025 (with a three-week holiday break for Christmas and New Year).

This MOOC is free to attend, but registration is required. A maximum of 150 teachers can participate in each edition.

Language of the course

English

Organization

This MOOC uses the NAU Platform together with an online Community Platform funded through CETAPS, FCSH Universidade Nova de Lisbon (financed through FCT – Fundação para a Ciência e Tecnologia ref. UIDP/04097/2020 https://doi.org/10.54499/UIDP/04097/2020)

It is supported by DGE – Direção Geral de Educação and APPI – Associação Portuguesa de Professores de Inglês.

For further information please visit the website: https://www.tambmooc.com/

References:

Hertz, B. & Engelhardt, K. (2021). Using personalized support & school-based study groups to increase teachers’ participation in MOOCs – findings from two European pilot projects. IUL Research, 2(3), 3-20.

Mourão, S., Leslie, C., Moreira, M., & Monteiro, E. (2021). Battling against a traditional assessment culture: The case of early English learning in Portugal. In C.Bongartz & J. Rymarczyk (Eds.), Current research into young FL and EAL learners’ literacy skills. (pp. 141-164). Peter Lang.

Papp, S. (2019). Assessment and young English language learners. In S. Garton & F. Copland (Eds.), Routledge handbook of teaching English to young learners. (pp.389-407). Routledge.

Rixon, S., & Prošić-Santovac, D. (2019). Introduction: Assessment and early language learning. In D. Prošić-Santovac & S. Rixon (Eds.), Integrating assessment in early language learning and teaching practice (pp. 1-18). Multilingual Matters.

Teixeira, A., Mota, J., García-Cabot, A., García Lopéz, E. & y de-Marcos, L. (2015). A new competence-based approach for personalizing MOOCs in a mobile collaborative and networked environment. RIED, 19(1), 143-160.