Effectiveness of Formative E-Assessment in Large Language Classes

Assessing the students' performance in the classroom is crucial for optimal learning to take place (Niess, et. al., 2008; Brown, 2007; Richards and Rodgers, 2003). In the process of observing the students' performance in an informal way, teachers gather evidence that reflects how the students are progressing towards the goals of instruction, helping them check the current status of their learning process and the future steps they need to take. This informal way of diagnostic evaluation is called formative assessment (FA). FA is process-focus; that is, the results are used to shape and adjust what happens next in the classroom rather than to provide a grade. In language learning, students need to be given regular and frequent practice opportunities. They also need to be given the freedom to try out the words they are learning and make mistakes without feeling the pressure that they are being judged. When teachers engage the students in practical activities in the classroom, they often monitor their learning and provide them with clues about how they are progressing. However, this type of feedback becomes substantially limited when dealing with larger classes. At UBC Okanagan, the increasing importance of generating FTEs (Full Time Equivalent) has led some language programs to change class size from 35 to 70 students. In language teaching, there is a belief that there can be a trade-off between the number of students in a classroom and their learning. This is so because it becomes really difficult for teachers to provide students with feedback and adequate practice of the four main language skills: listening, speaking, reading and writing. On September, 2010, the Spanish program at UBC Okanagan started using i-Lrn, a course and curriculum supplement, as a solution to providing students with personalized tutorials, self-assessment, assignments, and online engagement in general. First (210) and second year (80) students were given access to this program. A smaller group (10) was also given access to Tell Me More, a comprehensive on-line language program which develops the four main language skills: listening, speaking, reading and writing. This paper presents the preliminary results of the experience using these two electronic learning solutions as a means to effectively assess large language classes in a formative way. Recommendations for further implementation in language curricula are also included.