| Abstrakt: |
Many universities in Australia have shifted face-to-face teaching modes to digitally-oriented online alternatives. An urgent priority arising from this shift has been the need to deliver assessment tasks for online modes of teaching. This is particularly the case in additional language education, particularly for languages with written forms that are not Latin-script alphabetic based. The aim of this research was to explore strategies adopted by Japanese teachers at higher education institutions to manage assessment tasks in ways that maintained course quality and the essence of learning and teaching. Newly developed assessment tasks were compared and contrasted with those that had been implemented before the switch to online learning. Eight academic staff involved in Japanese language education at six universities were interviewed about their assessment tasks (credit/non-credit), their experiences in developing/administering these tasks, and their personal feelings and thoughts about the new tasks. The findings were categorised into three themes. (1) Increased use of shorter summative tasks bearing less credit, (2) Adapting existing tasks to new formats, and (3) Neglect of Japanese language competencies. These themes suqgest the importance of considering the particular natures of each academic discipline when developing strategies for digitally oriented assessment. [ABSTRACT FROM AUTHOR] |
