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The following chapter discusses conceptualisation of the Discussion Boards as a formative assessment with reference to content and language integration and analyses how pedagogy used in teaching and assessment of the Advanced Business Russian course at Regent rsquo s University London defines assessment methods and criteria Focusing on the dual task of assessing both the content and the language elements the chapter evaluates assessment criteria and objectives with reference to the module intended learning outcomes ILO in relation to both elements It further suggests a conceptual framework of reference based on the principles of J Biggs and Collis rsquo SOLO Taxonomy and integrating Coyle rsquo s principles of Cs content communication cognition and culture This framework explicates the way cognitive skills at different levels can be expressed through language appropriate for a level of cognition

arts and humanities open access journal

Assessment of content and language by discussion boards: incorporating biggs and collis SOLO taxonomy principles into the discussion boards assessment framework to define content and language proficiency of the advanced learners of business Russian at regents university London