Thanks to all those students and colleagues that got involved with my PhD research. I passed my viva with minor corrections! I had the honour of Prof James Lee and Dr Norbert Vanek as my two examiners, both to whom I send my thanks.
Please watch the Journal of French Language Studies for our first article from this research.
Alongside my PhD research, HE pedagogies and assessment have been the focus of my research. I am currently interested in the differences between lecturer/student perceptions of assessments. I would appreciate some thoughts from you, whether you’re a student (UG or PG), a lecturer in HE, a teacher in TEFL or in secondary schools, on the following questions. Please leave comments in the below form.
When preparing assessments, do you consider how students will interpret the reasons for the assessment?
Do you think students are consciously aware of the reasons behind the assessments you create? (Or, as a student, are you consciously aware of the reasons behind the assessments you are given?)
Do you arrange formative and summative assessments to promote or encourage each other or are they created separately?
Do you think students (or, as a student, do you) perceive formative assessments as valuable as summative assessments?
How do you ensure that tasks and assessments are perceived by students in the same way you intend them to be perceived?
I am currently using eye-tracking to measure second language processing. If you would like to get involved, please contact me via the form below. Please include your native language and any second languages that you have, including how long you have been studying these languages.
n.b. The eye-tracking lab is situated at the University of Greenwich in London.