The document discusses redesigning assessment in applied linguistics courses to better engage students in academic literacy. It proposes a model that conceptualizes what is being assessed, how it will be judged, how judgments will be validated, and how assessments will be elicited. For two courses, it redesigned assessments to have a clear link to learning goals, develop skills cumulatively, and integrate academic literacy with disciplinary content through tasks like analyzing research articles and language data. Initial outcomes suggest students felt more confident dealing with research and understood required writing types better.

1. ASSESSMENT AS LEARNING: ENGAGING STUDENTS IN ACADEMIC LITERACY IN THEIR FIRST SEMESTER Timothy Jowan Curnow & Anthony J. Liddicoat Research Centre for Languages and Cultures University of South Australia

3. A MODEL OF THE ASSESSMENT PROCESS Source, Scarino, 2006) Conceptualising Judging Validating Eliciting What to assess How to judge How to justify How to elicit The “ability” or “knowing” of interest Criteria for judging performance, including 1. aspects of competence 2. performance analysis Validation Tasks/ procedures that operationalise the construct