Abstract
Assessment for learning is assessment that helps both, learner and teacher assess the skills the learner has at present, set objectives for where learning should be directed, and identify ways to gain the educational aim. A cohort of students took a Professional English language course taught by the same instructor in two consecutive semesters. The course instruction uploaded in the university Blackboard LMS made extensive use of blended learning and a variety of other techniques designed to address a broad spectrum of learning styles. This paper describes the performance of the cohort in the English for Tourism course, and examines performance and attitudes in the experimental cohort. The experimental group improved its performance after being provided frequent opportunities to find out about their progress and future targets, where not all AfL assessments need be formal: instructor continually assesses and provides feedback on the progress of students as a matter of course.
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Acknowledgement
The paper was written with the support of the specific project 6/2018 grant “Determinants of Cognitive Processes Impacting the Work Performance” granted by the University of Hradec Králové, Czech Republic and thanks to help of student Tomáš Valenta.
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El-Hmoudova, D., Loudova, I. (2018). Implementation of Assessment for Learning (AfL) in Blackboard LMS and Its Reflection on Tertiary Students’ Second Language Performance. In: Hao, T., Chen, W., Xie, H., Nadee, W., Lau, R. (eds) Emerging Technologies for Education. SETE 2018. Lecture Notes in Computer Science(), vol 11284. Springer, Cham. https://doi.org/10.1007/978-3-030-03580-8_3
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