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Ana Maria Ducasse

0000-0003-1970-6671

Senior Lecturer (Language, communication and culture; Education)

Melbourne , Australia

Outstanding Scholarly Achievement
Dr Ana Maria Ducasse is a distinguished scholar in Spanish language education and applied linguistics, with a sustained record of research excellence in bilingual pedagogy, classroom-based assessment, and feedback literacy. Her work has significantly advanced the understanding of Spanish L2 learning in higher education, particularly through innovative approaches to oral and written proficiency assessment. Her contributions to discourse-based scale development and bilingual curriculum design have had a transformative impact on Spanish language programs in Australia and beyond.


Standing in the Profession and Research Leadership
Dr Ducasse is widely recognized for her leadership in Spanish language teaching and assessment. She has received multiple awards for teaching excellence, including citations from La Trobe University and a HERDSA Fellowship, reflecting her influence on student learning and academic development. Her editorial and peer review roles for leading journals such as Language Testing, Applied Linguistics, and Assessing Writing underscore her standing in the profession. She is an active member of key scholarly networks, including ALTAANZ, ILTA, and LCNAU, and has contributed to shaping national conversations on language education and assessment.


Ongoing Productive Research
Dr Ducasse maintains a vibrant research profile, with over 30 peer-reviewed publications in the last decade. Her recent work explores technology-enhanced feedback, rhetorical structures in academic presentations, and cross-cultural communication in bilingual education. She supervises research students across diverse topics in sociolinguistics, intercultural communication, and language pedagogy, further contributing to the development of future scholars. Her scholarship continues to influence both theoretical and applied dimensions of European language education in Australia.


Publications

  • The use of technology for re-designing L2 language assessments:
  • Spanish writing: What do raters look for?
  • Development of a Spanish generic writing skills scale for the Colombian Graduate Skills Assessment (SaberPro)
  • Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT (TM)
  • Talking and learning: A cross faculty exploratory study through documents, interviews and observations.
  • Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context
  • Raters and the social dimension of scale revision for Spanish L1 Graduate Writing Skills: The case of the Saber Pro Ana Maria Ducasse pp 131-143
  • An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks
  • Assessing paired orals: Raters' orientation to interaction
  • Evaluating a government funded language program MA thesis Unimelb
  • The role of interactive communication in IELTS Speaking and its relationship to candidates' preparedness for study or training contexts
  • Interaction in paired oral proficiency assessment in Spanish
  • Raters as scale makers f or an L2 Spanish speaking test: Using paired test discourse to develop a rating scale for communicativeinteraction (Ana Maria Ducasse)
  • Interaction in paired oral proficiency assessment in Spanish: Rater and candidate input into evidence based scale development and construct definition
  • La autoevaluación como parte de la nota semestral
  • Evidence-based persuasion: A cross-cultural analysis of entrepreneurial pitch in English and Spanish
  • Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program Kathryn Hill, Ana Maria Ducasse Pages 153-172
  • The place of Grammar in the post VCE language classroom
  • How do candidates view interaction in a paired oral? Ana Maria Ducasse pp 184-200
  • Such a Nice Gesture: Paired Spanish Interaction in Oral Test Discourse
  • Teaching and Assessing Language and Culture Through Translation
  • Developing student feedback literacy using educational technology and the reflective feedback conversation
  • Rhetorical relations in university students' presentations
  • Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
  • Contextual variables in written assessment feedback in a university-level Spanish program
  • Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
  • Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™
  • Contextual variables in written assessment feedback in a university-level Spanish program
  • Development of a Spanish generic writing skills scale for the Colombian Graduate Skills Assessment (Saber Pro)
  • Raters as scale makers for an L2 Spanish speaking test: using paired test discourse to develop a rating scale for communicative interaction
  • Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program Kathryn Hill, Ana Maria Ducasse Pages 153-172
  • The use of technology for re-designing L2 language assessments: Tasks, Rubrics, and Feedback in Emergency Remote Teaching Contexts
  • Reflecting on Assessment Design and Feedback: Reflections on the Research and Practice of a Language and Culture Educator
  • Technology-enabled higher education academic writing feedback: Practices, needs and preferences
  • A Skilled Hand and a Cultivated Mind: A Culture of Learning and Teaching at RMIT University
  • Technology-Assisted Language Assessment in Diverse Contexts
  • A Skilled Hand and a Cultivated Mind: A Culture of Learning and Teaching Practice at RMIT University
  • Testing L2 speaking in the advanced classroom by focussing on listening: Peer assessment of content in language proficiency
  • The role of interactive communication in IELTS speaking and its relationship to candidates' preparedness for study or training contexts
  • Nvivo in qualitative language testing research: Testing spoken interaction
  • Negotiating e-identity in a bilingual subject
  • Rater training of first language writing through discussion and peer moderation: the Columbian case
  • Talking and learning: A cross a faculty exploratory study through curriculum documents, lecturers' interviews and class observations
  • La evaluacion de la interaccion en pruebas orales en parejas: Un baremo empirico basado en el discurso de nivel inicial
  • Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program
  • Raters and the social dimension of scale revision for Spanish L1 Graduate Writing Skills: The case of the Saber Pro
  • Toeing the line: Mapping graduate attributes on to assessment in the humanities and social sciences
  • Spanish writing: What do raters look for?
  • The tangle in the feedback loop: Learner agency through a feedback loop activity across four university language programs
  • Extending higher education recognition programs through a dedicated post-award reflective practice tool
  • Such a nice gesture: Paired Spanish interaction in oral test discourse
  • The language of No: Analysing failure to attract funding in entrepreneurial TV-pitches
  • Loosening the reins of teacher control: Empowering student writers through web-based tools
  • Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program Kathryn Hill, Ana Maria Ducasse Pages 153-172

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