Successful English teachers around the world take an integrated approach to learning and assessment, but what’s the best way to implement it? Experts at Cambridge have the answer with the publication of a new research paper on the benefits of this exciting teaching approach.
The paper describes Integrated Learning and Assessment (ILA) as an approach that combines teaching, learning and assessment methods to improve outcomes for learners. It summarises decades of research which shows ILA is a highly effective teaching approach that gets results. Matthew Ellman, Professional Learning and Development Manager at Cambridge (pictured), was part of the team that produced the paper. Ellman said that providing evidence of progress and actionable feedback are key for language learning success. He added that ILA helps teachers to put these processes at the heart of their work by supporting them from lesson planning right through to teaching and follow-up once lessons are over.
He commented:
“ILA focusses on ensuring assessment touchpoints are fully integrated into the English learning process. Teachers who get the best results from this approach use assessment tools on a regular basis to gather data to measure learner progress. This helps to help build a clear, ongoing picture of student ability and most importantly informs the next steps for teachers and learners. It allows teachers to create learning experiences that get the most from the time spent in the classroom.”
Cambridge’s approach to ILA
Dr Angeliki Salamoura, Head of Operational Research in Cambridge (pictured), who also worked on the paper, described it as a valuable introduction for teachers starting to use this approach, and a great resource for those already using it.
She commented:
‘Traditionally assessment and learning have sometimes been seen as separate, but Cambridge’s ILA approach helps teachers and educators to combine them seamlessly’.
The paper also introduces Cambridge’s four-step guide to help teachers successfully integrate learning and assessment - in the English classroom. Cambridge’s four practical steps for getting the best out of ILA in the English classroom are:
- Set clear learning objectives
It’s essential for teachers to define and share with learners clear learning objectives at the outset of a course or lesson. Teachers can set clear learning objectives by asking questions such as: what are the curriculum goals? What should students be able to do by the end of the course or lesson? And, what resources are available to help students meet these goals?
- Collect evidence of progress
Collecting evidence of progress against the learning objectives is essential, but it does not necessarily mean formal assessments. For example, teachers are encouraged to collect data by using a range of techniques such as quizzes, practice activities, classroom discussion and observation.
- Provide actionable feedback
Teachers are encouraged to provide targeted, actionable feedback to learners so they can understand where their learning was successful, and how they can perform better. The paper explains how effective feedback should link directly to the relevant learning objectives and clarify for learners what they should do next to progress. This can range from a minimal comment or correction to a full explanation.
- Provide tailored follow up
Tailored follow up such as personalised learning approaches for groups of individuals or for whole classes is essential to successful ILA. The result is an experience designed not only to track progress but also to maximise learners’ outcomes by supporting their development at every stage.
This is where technology can help. In recent years, AI-assisted technologies have opened opportunities for personalised learning approaches, with tailored content, individualised practice and targeted tutoring. Cambridge, for example, are creating digital tools to enable teachers to personalise their students’ learning more effectively. Such digital tools will ‘assess’ skill gaps and offer personalised practice for reading and listening skills.
Traditional exams – it’s not the end!
Dr Angeliki Salamoura added that whilst ILA is a highly effective classroom approach, it will not spell the end of traditional end of course exams. Dr Salamoura said:
“Regular assessment check-ins are essential as part of this approach, but it doesn’t mean the end of exams in the traditional sense. Being able to prove your skills in line with internationally recognised standards, such as the Common European Framework of Reference (CEFR), will always remain a high priority. That’s where Cambridge English exams are really beneficial because they’re recognised by more than 25,000 organisations around the world, and they help people gain and prove the skills they need for success”.
Read the full paper
Getting the most from every moment of learning; The power of integrating learning and assessment
