Karin Vogt- Professor
- Professor (Full) at Heidelberg University of Education
Karin Vogt
- Professor
- Professor (Full) at Heidelberg University of Education
Full professor at University of Education Heidelberg, Germany
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45
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Introduction
Current institution
Publications
Publications (45)
The COVID-19 pandemic perhaps produced the largest disturbance our educational systems have ever seen. Assessment was particularly impacted as systems and educators had to identify the most optimal and adequate accommodations to meet both external and classroom-based mandates. When in-person teaching was possible again, various assessment practices...
The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the pr...
Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field stat...
Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and h...
Artificial intelligence (AI) has become integral to everyday life, although people are
not always aware of it. Applications range from everyday helpers to assistive technology for people with special needs. It is only logical that AI will play a role in educational contexts as well. But so far, the integration of even low-threshold tools into class...
Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be...
An ever-faster developing globalization of our world brings many changes with it and poses a variety of challenges for human society. Accordingly, living and working in today's times also bring new demands for institutionalized education all around the world. This chapter will give a detailed insight into the undeniable significance of intercultura...
Language Assessment Literacy (LAL), a relatively new addition to the discourse of various academic and public domains in recent years, refers to the skills, knowledge, methods and techniques needed by various stakeholders in different capacities to design and carry out effective assessment tasks and to make informed and principled decisions based o...
Theories of validity and validation have always formed an essential part of academic work in the field of language testing and have constituted an area of much debate and contestation. On the other hand, both theorising and evidence-gathering processes have been the privilege of few professions in the field. Against the background of more recent de...
Text annotations are literacy practices that are not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, annotations have not been widely investigated for what they can reveal about the cognitive processes that are involved in academic...
The article reports on the preliminary findings regarding Ukrainian university teachers’ familiarity, knowledge and experience in the use of the CEFR/CV as well as teachers’ perceived training needs in order to master the documents. The data were collected via a structured questionnaire among 52 university teachers from Ukrainian universities. Desc...
In increasingly diverse learner groups, it must be ensured that foreign language learners can reach their full potential, so diverse learner needs have to be catered to in teaching and in assessment contexts. Providing accessibility of learning, teaching, and assessment is a matter of equity and has increasingly been embraced as a principle of fore...
The lecture spans an arc from the general to the specific understanding of AI for teaching and shows practical application possibilities of AI in school contexts.
digital transformation in foreign language learning and teaching
The first steps in bilingual education are often taken in schools by introducing CLIL modules in content subjects. The present study is a longitudinal mixed methods study that explores the perspectives of all relevant stakeholders as well as the learning and teaching perspective at a German primary school that has introduced English CLIL modules. D...
Under lockdown and school closures, language teachers have had to adapt very quickly to online teaching only, as a profession that typically uses digital media only occasionally and in a supplementary role as a tool. During Emergency Remote Teaching (ERT), even teachers with low media literacy levels had to resort to using digital teaching environm...
The purpose of the study was to investigate English language teachers’ perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmat...
This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled ‘Teachers’ Assessment Literacy Enhancement (TALE)’. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered con...
European student teachers have the opportunity to complete a work placement at a partner school in a target language country. The focus of this study was on 35 undergraduate preservice teachers who completed a teaching practicum placement in the United Kingdom (UK) and Ireland between 2010-2014. Data from five years of reflective reports were conte...
Since 2007, it has been possible for student teachers based in Europe to complete a teaching practicum at a school abroad, supported by the European flagship mobility programme ERASMUS. The focus of this study was on 35 undergraduate preservice teachers who completed a three-month teaching practicum placement in the UK and Ireland. Data from reflec...
The TALE Project http://taleproject.eu
Language Testing and Assessment (LTA) can have a strong impact on the quality of learning outcomes and in many educational systems across Europe, the LTA literacy of many English Language Teachers (ELTs) needs (further) development. As a three-year-long EU-funded project (2015-2018), 'Teachers' Assessment Li...
Experienced foreign language teachers make use of a variety of approaches for evaluating their learners’ competence development. These approaches range from appraisal of a learner’s answer in the classroom to fully-fledged formal tests.
The purpose of the present study was to identify currently used assessment practices in English as a Foreign Language (EFL) classrooms across Europe from the perspective of two important
groups of stakeholders in the foreign language assessment process, namely EFL teachers and learners. Secondary school learners in different European educational co...
The concept of literacy has expanded significantly in the course of the last decade to include computer literacy or science literacy in academic and public discourse. The recent focus of attention on classroom-based language assessment has brought the aspect of language assessment literacy (LAL) to the forefront, with foreign language teachers as o...
Dieser von Solveig Chilla und Karin Vogt herausgegebene Sammelband trägt zur Diskussion über Heterogenität und Diversität im Englischunterricht bei und führt dabei bildungswissenschaftliche und fachdidaktische Perspektiven zusammen. Die Beiträge fokussieren zum einen fachdidaktische Grundlagen in Hinblick auf Heterogenität und Diversität. Zum ander...
The poster deals with a new conception of consequential validity within the more recent validity frameworks in language testing and assessment, adding the element of language assessment literacy.
The examination of language and learning needs (i.e. " needs analysis " or " needs assessment ") within the realm of language teaching has been the object of a significant number of studies. As some review papers attest, these have been particularly prolific in the contexts of English as a Foreign and Second Language (Long, 2005; Brown, 2009), Engl...
Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can...
Vocationally oriented language learning (VOLL) is often seen as a part of English for Specific Purposes/Language for Specific
Purposes (ESP/LSP), which it is not in every case. The diverging characteristics and lines of development that these two branches
of ELT have undergone are outlined and contrasted. Then, a discussion of the added value of a...
This chapter will examine the virtual classroom as a social constructivist educational space and identify whether and how a virtual 'learning community' emerges in different telecollaborative environments. A qualitative analysis of e-mails, field notes of in-class discussions, as well as a subsequent survey with open-ended questions have shown that...
Intercultural competence has acquired an important role in the foreign language classroom. However, we must also come to terms with assessing this highly complex construct if we consider it as a superordinate learning objective. Therefore the components of intercultural communicative competence that go beyond knowledge, especially attitudes, deserv...
Bielefeld, Universiẗat, Diss., 2001. Computerdatei im Fernzugriff.
Die Gesellschaft, in der wir leben, ist eine Wissensgesellschaft, wobei diese Gesellschaft geprägt ist vom (potenziellen) Zugang zu immensen Wissensbeständen (u.a. durch die Neuen Medien) sowie von einem vorher nicht gekannten Ausmaß an Aktualität dieser Informationen. Entsprechend schnell verfällt deren Wert; die Rede ist von der "Halbwertzeit des...
