چکیده:
The post methods era has witnessed a dramatic change inapproaches to and methods of teaching as well as testing. At the heart of such a change, collaborative learning has received top priority and testing domain has actually gone under scrutiny. This new mode of education has made stakeholders, especially in higher education; reflect on an interactive e-assessment based instruction. Such a cyber-based environment provides immersive and authentic learning, mixed with a type of e-assessment task, no longer functioning like a summative test but it has become learning and teaching tool. The present research study intends to shed some lights on the characteristics of an e-assessment-based App in a descriptive format on one hand, and its viability in an exploratory design on the other, with emphasis on e-assessment at its core for teaching ESAP- English Specially for Academic Purposes- while instruction and assessment of language skills and sub skills are included. The descriptive and exploratory design of the study highlights the mode of interactivity inherent in this App, which provides a chance for learners to explore, make errors and construct meaning/solutions to their problems via hyperlinks in the created App.
خلاصه ماشینی:
In our a theoretical model, organizational competence is devalued to be kept as a tacit knowledge while other metacognitive competences such as strategic facets, affective schemata, interactive constructs, task types, planning stages, interlocutor behaviors, elicitation contexts and all in all transferability are not only highly valued but they are highly personalized; hence, test scores are analyzed and reported in a portfolio format; for generalizability purposes, certain artifacts as well as band and benchmarks are also included to guarantee efficiency and cost- effectiveness or to reconceptualize and move assessment away from centralized agenda, with low wash back effects toward a more democratic, personalized, local one, and far from the traditional positivists’ framework of educational measurement.
Characteristics of a Workable E-Assessment Scheme Although the final decision to be made is: "who should test whom?" Far beyond the stakeholders'- administrators', learners', teaching staffs', specialists support staffs', external examiners' and quality assurance managers'- concerns about blended learning and assessment, the necessity of induction and training on the IT-based infrastructure code of practice as Zakrzewski and Steven (2003) have stressed, a workable e-assessment scheme should satisfy the following requirements: - Weller's concern, (2002) on plagiarism/counterfeit should be attended to; the use of portfolio is introduced as an effective strategy.