What’s Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

Hiroshi Ito


It is now widely recognized that assessment and the feedback play key roles in the learning process. However,
assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example
of an assessment-based approach to teaching and learning employed for a course entitled “English as an
International Language” offered at the Nagoya University of Commerce and Business in Japan. The course
objective was to help develop critical thinking, analytical reasoning, creative thinking, writing, and
communication skills through examining the sociolinguistic landscape surrounding the English language in
Japan. ICE (Idea-Connection-Extension) methodology was used to assess the course. Students actively engaged
in the coursework and their feedback to the course was positive.

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DOI: http://dx.doi.org/10.5539/jel.v3n2p145

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)

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