Author Information
Adam Forrester, The Hong Kong Polytechnic University, Hong KongAbstract
The use of GenAI in language, as well as other subjects in tertiary institutions has called into question the validity of the grades that they are awarded in credit bearing subjects. Students are increasingly using GenAI to revise and improve, if not wholly create their work, in an assessment where significant proportions of the grade depend on criterion such as language accuracy and range, and organisation. Is for example, a student awarded a B or B+ deserving of the ‘good /very good’ in language skills describing this grade? This presentation considers the transition from a graded assessment to a pass/fail system in a credit bearing subject at a tertiary institution in Hong Kong. Student and teacher feedback is examined, as well as some quantitative feedback on grade scores. Research suggests that a pass/fail system may enhance the learning experience for students acquiring a second language and that pass/fail grading can nurture a more supportive learning environment, which is particularly beneficial in language acquisition contexts compared to a grade system which can encourage competition among students. The presentation will cover the subject, the change in the assessment from graded to pass fail, teacher and student feedback as well as pitfalls to be avoided (i.e. lessons learned from the experience). Possible future directions, particularly for language subjects but also transferable for other subjects will also be looked at.
Comments
Powered by WP LinkPress