Page 25 - ELG2505 May Issue 494

ADVERTISEMENT FEATURE .

Integrating learning and assessment:
Integrating lear ning and assessment:

what’s the best approach?
what’ s the best appr oach?

Successful English teachers around the world take an integrated approach
to learning and assessment, but what’s the best way to implement it?
Experts at Cambridge have the answer with the publication of a new

research paper on the benefits of this exciting teaching approach.

he paper describes Integrated
Learning and Assessment (ILA)
as an approach that combines
T teaching, learning and assessment
methods to improve outcomes for learners.
It summarises decades of research which
shows ILA is a highly effective teaching
approach that gets results.
Matthew Ellman, professional learning
and development manager at Cambridge
University Press & Assessment, was part of
the team that produced the paper.
Ellman said that providing evidence of Dr Angeliki Salamoura, Head of
progress and actionable feedback are key for Operational Research at Cambridge to progress. This can range from a minimal
language learning success. He added that University Press & Assessment. comment or correction to a full explanation.
ILA helps teachers to put these processes
at the heart of their work by supporting Dr Angeliki Salamoura said: “Traditionally 4. Provide tailored follow up
them from lesson planning right through to assessment and learning have sometimes Tailored follow up such as personalised
teaching and follow-up once lessons are over. been seen as separate, but Cambridge’s ILA learning approaches for groups of individuals
approach helps teachers and educators to or for whole classes is essential to successful
combine them seamlessly.” ILA. The result is an experience designed not
The paper also introduces Cambridge’s only to track progress but also to maximise
four-step guide to help teachers successfully learners’ outcomes by supporting their
integrate learning and assessment - in the development at every stage.
English classroom. This is where technology can help.
Cambridge’s four practical steps for getting In recent years, AI-assisted technologies
the best out of ILA in the English classroom are: have opened opportunities for personalised
learning approaches, with tailored content,
1. Set clear learning objectives individualised practice and targeted tutoring.
It’s essential for teachers to define and share Cambridge, for example, is creating digital tools
with learners clear learning objectives at the to enable teachers to personalise their students’
outset of a course or lesson. Teachers can set learning more effectively. Such digital tools will
Matthew Ellman, Professional Learning clear learning objectives by asking questions ‘assess’ skill gaps and offer personalised practice
and Development Manager at Cambridge such as: what are the curriculum goals? What for reading and listening skills.
University Press & Assessment.
should students be able to do by the end of
Matthew Ellman said: “ILA focusses the course or lesson? And what resources are Traditional exams – it’s not the end!
on ensuring assessment touchpoints are available to help students meet these goals? Dr Angeliki Salamoura added that whilst ILA
fully integrated into the English learning is a highly effective classroom approach, it will
process. Teachers who get the best results 2. Collect evidence of progress not spell the end of traditional end of course
from this approach use assessment tools on Collecting evidence of progress against the exams. Dr Salamoura said:
a regular basis to gather data to measure learning objectives is essential, but it does “Regular assessment check-ins are essential
learner progress. This helps to build a clear, not necessarily mean formal assessments. as part of this approach, but it doesn’t mean
ongoing picture of student ability and most For example, teachers are encouraged to the end of exams in the traditional sense.
importantly informs the next steps for collect data by using a range of techniques Being able to prove your skills in line with
teachers and learners. It allows teachers to such as quizzes, practice activities, classroom internationally recognised standards, such
create learning experiences that get the most discussion and observation. as the Common European Framework of
from the time spent in the classroom.” Reference (CEFR), will always remain a high
3. Provide actionable feedback priority. That’s where Cambridge English
Cambridge’s approach to ILA Teachers are encouraged to provide targeted, exams are really beneficial because they’re
Dr Angeliki Salamoura, head of operational actionable feedback to learners so they can recognised by more than 25,000 organisations
research at Cambridge, who also worked understand where their learning was successful, around the world, and they help people gain
on the paper, described it as a valuable and how they can perform better. The paper and prove the skills they need for success”.
introduction for teachers starting to use this explains how effective feedback should link Read the full paper: Getting the most
approach, and a great resource for those directly to the relevant learning objectives and from every moment of learning: The power
already using it. clarify for learners what they should do next of integrating learning and assessment.
editorial@elgazette.com 25