Abstract:

Second language acquisition pedagogies and assessments come in very different forms, from the use of quizzes and exams that zeros on grammatical literacy, to communicative approaches where the focus might not be on accuracy but communication/transmitting information. Language courses often include elements of all these different types of assessment in order to evaluate the four main skills of language acquisition (writing, speaking, reading, and listening), however, there is often a limited focus on the process and learning experience, with the priority being the end result: how have these skills improved.

This paper is concerned with how design pedagogy can be applied to second-language acquisition assessment to enhance learning. Specifically, it discusses the adaptation of a design-based assessment strategy, where focus is placed on the process of artefact creation rather than solely the final deliverable, and its integration within Spanish-language assessment, providing a richer learning and development experience to students. Through a pilot study with 38 university-level students in a high intermediate (or fourth semester course), findings reveal that students positively welcomed the change in assessment approach, with emphasis placed on the development processes reducing anxiety and pressure often associated with high-stakes summative assessment. Furthermore, the findings demonstrate how assessment approaches in design pedagogy can be successfully applied to seemingly disparate disciplines.

Keywords:

Pedagogy, assessment, effective learning, higher education.