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16:00-17:30■ 501“Connecting Writing Assessments to Teaching and Learning:
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Alister Cumming (University of Toronto)

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Connecting Writing Assessments to Teaching and Learning:
Distinguishing Alternative Purposes
Alister Cumming (University of Toronto)

Assessments of second-language writing differ in their purposes, which may be either
normative, formative, or summative. Normative purposes of assessment compare theperformances of all people who take a particular test, usually to inform high-stakes decisions
about selection or placement into academic or language programs, certification of credentials,
or for employment or immigration, but also to monitor trends in an educational system to
inform decisions about developing or improving educational policies, practices, and resources.
In contrast, formative purposes of assessment respond to and inform students and teachers
about individual students’ writing and learning and give advice to revise or improve within
the context of a particular assignment, course, and/or program. Summative purposes ofassessment document and report individual students’ achievements in reference to a particularcurriculum, sequence of instructional activities, or program in view of expected outcomes,
available resources, and opportunities to learn. Elaborating on ideas from Cumming (2014)
and Cumming et al. (under review), I suggest how teachers and program policies can addressand distinguish these purposes for: (a) proficiency tests and curriculum standards, (b)diagnostic and dynamic assessments, (c) responding to students’ written drafts, and (d)grades or local tests of summative achievements in a course or program.
References
Cumming, A. (2014). Linking assessment to curricula, teaching, and learning in language
education. In D. Qian & L. Li (Eds.), Teaching and learning English in East Asianuniversities: Global visions and local practices (pp. 2-18). Newcastle, UK: Cambridge
Scholars Publishing.
Cumming, A., Cho, Y, Burstein, J., Everson, P., & Kantor, R. (under review). Assessing
academic writing. In X. Xi & J. Norris (Eds.) Assessing academic English for higher
education admissions. New York: Routledge.

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Generating Creative Classroom Activities throughthe Minds of Great Thinkers
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Takaaki Hiratsuka (Tohoku University)
1. Background
It was once assumed that teachers would learn how to teach their subjects in their teacher
education programs, teaching practicums, and their induction years of teaching throughtop-down approaches. These approaches viewed teaching as merely transmitting
compartmentalized knowledge. However, with substantial advances in the quantity, scope,and quality of research into teacher education, we now know that teachers’ learning-to-teachactivities are much more complex and messier than previously envisaged and that teachers
therefore require a commitment to on-going professional development. Teacher educators
thus need to provide these professional development opportunities and to offer methods andexamples of such development at the grassroots level. In this regard, I decided to look into theeducational philosophies of great thinkers to date (e.g., Allwright & Hanks, 2009; Dewey,
1916; Fanselow, 2018; Montessori, 1964; Robinson, 2015), examine some practical ways toincorporate their wisdom into my own classrooms, and investigate any effect the changes hadon the quality of my lessons.
2. Abstract
The aim of the workshop is to let our imagination roam free and to playfully create
engaging classroom activities through the minds of great thinkers. I begin the workshop bypresenting several flaws and ideals in education which were identified by famous thinkers of
the past, such as John Dewey and Maria Montessori, as well as great thinkers of today, suchas Dick Allwright, John F. Fanselow, and Sir Ken Robinson. According to them, the flaws are
represented by the notions of conformity, obedience, and linearity; while, the ideals areembodied by the concepts of diversity, creativity, and complexity. Although I caution against
the dangers of adhering to the educational flaws that are prevalent in our teaching context,
Japan, my primary focus is a positive one: to enable us to become autonomous educators who
can incorporate the educational ideals into our classrooms and who can, independently,
develop innovative pedagogical methods that increase students’ learning. To do this, I provide
an exemplar from one of my lessons in which I teach English speaking and writing. Following
the example, participants are then set the task to create their own original output activities fortheir classrooms. Some tips for generating creative classroom practices to be introduced in theworkshop are: (a) trying the opposite, (b) employing practices from outside the classroom, (c)transcribing, and (d) emphasizing the quality of life. The workshop concludes with an open
discussion.
References
Allwright, D., & Hanks, J. (2009). The developing learner: An introduction to exploratory
practice. Basingstoke: Palgrave Macmillan.
Dewey, J. (1916). Democracy and education. New York: Macmillan.
Fanselow, J. F. (2018). Small changes in teaching big results in learning. Tokyo: iTDi.
Montessori, M. (1964). The Montessori method. New York: Schocken Books.
Robinson, K. (2015). Creative schools: The grassroots revolution that’s transforming
education. New York: Viking Press.

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Zarzycka-Piskorz E. (2016). Kahoot it or not? Can Games be Motivating in Learning Grammar? Journal of
Teaching English with Technology, 16(3), 17-36.

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malaria-resistant mosquitoes. // The idea is /engineered insects like these // as a way // into mosquito populations // to control the disease. /people become infected / 300/ mostly young children // Malaria is /America. // The parasites // when they are bitten /2. / Each year // with malaria. /100
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- 10 -

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です。

Ⓡ

TOKYO

建 築 躯 体 に手を加えることなく
ICT空間を容易に構築。
現在の授業では、固定されたテーブルに着いて一方的に話を聞く学習
ばかりではなく、最新のICT機器を用いた授業や、PBL※などのグループ
単位で能動的に活動するような授業が増えてきています。
そういった授業の中では、通常の 「レクチュア」 から、グループ毎に分かれて活動する「グループワーク」、成果を共有・発表する「プレゼンテーション」や「ふりかえり」といった場面の転換が必要不可欠です。
それぞれのシーンにマッチした空間セッティングへの変換が、スムーズ
かつクイックに実現できるこれからの教室、それが「FUTURE CLASSROOM 〈フューチャークラスルーム 〉」の考え方です。

TOKYO

OSAKA

※PBL（Project Based Learning）：授業形態の一つで「課題解決型授業」のこと。

FUKUOKA「フューチャークラスルーム 」
は、学校関係者や企業・研究機関とご一緒に新しい授業スタイルの研究開発・実証実験を行える場所として、新川本社ビル（東京都中央区）、大阪支店（大阪府大阪市）、九州支店（福岡県福岡市）に設置しております。
ぜひ、ご来場ください。

教育ICT・環境ソリューション事業部
高等教育事業部
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03（ 5634）6402
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ICT東日本営業部
ICT西日本営業部
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03（ 5634）6441
06（ 6920）2493
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