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Exploring Computer-Assisted Portfolio Assessment under Learning-oriented Concept in Moral Education in Foreign Language Teaching in the Context of Big Data

Author(s)

Geng Zhang*

Affiliation(s)

School of International Languages, Xiamen College of Technology, Xiamen, Fujian, China *Corresponding Author.

Abstract

In the era of big data, language education evaluation is confronted with a range of opportunities and challenges. This study begins by developing computer-assisted portfolio assessment in theory, then proceeding to investigate its effectiveness through an empirical study in the realm of moral education within foreign language teaching. The study involves the design of an experimental class and a control group to address three main research questions of examining the challenges and suggestions arising from the practical use of the computer-assisted portfolio. By analyzing qualitative data, this paper posits that computer-assisted portfolio assessment, within the context of big data, enhances evaluation efficiency. Specifically, it facilitates the integration of various assessment types (summative, formative, and autonomous), establishes a connection between current learning and future learning, and promotes an interactive approach to moral teaching through language instruction and testing.

Keywords

Computer-assisted Portfolio; Learning-oriented Assessment; Moral Education; Foreign Language Teaching; Big Data; Meta-Cognitive Strategy

References

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