Classroom-Based Language Assessment
Published on 26. August 2011
Book
Hardback
208 pages
978-3-631-60643-8 (ISBN)
Description
While research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world.
More details
Series
Edition
New edition
Language
English
Place of publication
Berlin
Germany
Target group
Professional and scholarly
Edition type
New edition
Illustrations
num. tables and graphs
Dimensions
Height: 216 mm
Width: 153 mm
Thickness: 15 mm
Weight
386 gr
ISBN-13
978-3-631-60643-8 (9783631606438)
Schweitzer Classification
Persons
Dina Tsagari is a lecturer in Applied Linguistics/TEFL at the Department of English Studies at the University of Cyprus.
Ildikó Csépes is a lecturer in Applied Linguistics/TEFL at the Institute of English and American Studies at the University of Debrecen (Hungary). They have both taught, researched and published extensively in the field of language testing and assessment.
Content
Contents: Pauline Rea-Dickins: Foreword. Formative Assessment: Scoping the Horizons - Matthew E. Poehner/Rumia Ableeva: Dynamic Assessment and Learner Engagement in the Activity of Development - Liz Hamp-Lyons/Nicole Tavares: Interactive Assessment - A Dialogic and Collaborative Approach to Assessing Learners' Oral Language - Janna Fox/Peggy Hartwick: Taking a Diagnostic Turn: Reinventing the Portfolio in EAP Classrooms - Christine Doe: The Integration of Diagnostic Assessment into Classroom Instruction - Yuko Goto Butler/Wei Zeng: The Roles that Teachers Play in Paired-assessments for Young Learners - Sehnaz Sahinkarakas/Kagan Buyukkarci: Teachers' Perceptional Changes on Formative Assessment Practices - Barbara Blair/Eli Moe/Bente Barsnes: Impact of Norwegian Government Assessment Policies on ESL Classroom Practices - Mirja Tarnanen/Ari Huhta: Foreign Language Assessment and Feedback Practices in Finland - Jo Lewkowicz/Elzbieta Zawadowska-Kittel: Classroom-based Assessment: the Polish Experience - Dina Tsagari: Investigating the 'Assessment Literacy' of EFL State School Teachers in Greece - Liying Cheng: Supporting Student Learning: Assessment of Learning and Assessment for Learning.