Speakers
ABSTRACT
This poster presents how teachers at a Japanese university collectively developed standardized yet flexible media assessment practices that promote agency at multiple levels. Through structured reflection and collaboration, 15 teachers worked with the researchers to create assessment options that both preserved teacher agency and promoted student autonomy in how they engage with English media.
Analysis of teacher and student (n=100) feedback revealed the complexity of balancing standardization with autonomy. While some teachers appreciated the agency to adapt the assessment tasks to their teaching styles, there was some concern about inconsistent expectations across sections. Students valued the ability to choose the media they consumed for class, which encouraged their own engagement as well as community-building through peer-learning.
Through iterative discussion and practice-sharing, teachers co-developed two standardized assessments designed to maintain pedagogical flexibility: a weekly media log emphasizing peer discussion and media exposure, and a detailed journal focusing on analytical depth. These assessments will occur throughout the two semesters regardless of the units taught and allow for teacher choice based on their classes.
This poster demonstrates how teacher-led standardization can enhance rather than restrict agency, offering insights for collaborative assessment development that empowers both teachers and learners.
KEYWORDS
Teacher autonomy
Learner autonomy
Collaborative development
Assessment standardization
| TITLE | Fostering autonomy and agency via standardized media English assessments |
|---|---|
| RELEVANT SIG | Teacher Development |
| FORMAT | In-person interactive poster session |
| First-time presenter? | First-time presenter |
