Videos as a Final Project for Assessment of Spanish as a Foreign Language in High Education Context

The present article shows how we are using audiovisual projects to assess different skills in the Spanish language of a Spanish beginner´s group of students that are learning Spanish as a Foreign Language in a College context. We are using midterm and final projects to evaluate their learning process. It is a variant of Project Based Learning as during the course we give them the tools, skills and guide to create the two projects they have to accomplish every semester. According to Bell (2010), PBL helps students improve communication and collaboration skills. PBL also utilises the communicative approach to language instruction in which students use the language to engage in meaningful tasks (Chamness & Mikulec, 2011). The videos that our students made, are not only authentic assessments to allow us to evaluate the learning process of our students, but also engage students' ability of collaborate learning and critical thinking. In addition otothe intercultural awareness developed by this kind of project when they have to confront their world with the target language's one. The project stimulates the learning autonomy and the students are responsable for their own learning process. They have to collaborate, autoevaluate their work and make decisions during the process of making their video. This kind of tasks are very meaningful as real-world situations are simulated and require the use of a great variety of skills like writing, reading, communication, interaction, cultural explorations, etc.



Author Information
Raquel Pena-Gutierrez, Yale-NUS College, Singapore

Paper Information
Conference: ACLL2016
Stream: Alternative assessment

This paper is part of the ACLL2016 Conference Proceedings (View)
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