Providing Alternative Assessments Through Experiential Learning in an Online Language Teacher Training Course

Abstract

In the form of a case study, the chapter focuses on the value of experiential learning and how it was adapted for the online learning environment during the pandemic. Employing Kolb's Experiential Learning Cycle, the project served as an alternative assessment that engaged in more democratic grading practices. The designed learning outcomes were for students to grow in their autonomous metacognitive reflections of their own grading and assessment practices through alternative assessments such as self and dynamic assessments. Additionally, they would employ multiple identities in the online classroom: teacher, student, and peer. Finally, through participation in the experiential learning project, they would demonstrate explicit knowledge of a variety of alternative assessments for language learning through co-constructed assessments, rubrics, and presentations. Data were collected through observation and document analysis and analyzed qualitatively. Results show growth in explicit knowledge of alternative assessments and confidence with alternative assessment design and grading.