Innovation in Learning-Oriented Language Assessment

Praise for Innovation in Learning-Oriented Language Assessment
Contents
Notes on Contributors
List of Figures
List of Tables
1: Introduction: Learning-Oriented Language Assessment—Insights for Evidence-Based Practices
What Is Language Assessment?
Learning-Oriented Language Assessment
Ten Learning-Oriented Language Assessment Principles
Principle 1
Principle 2
Principle 3
Principle 4
Principle 5
Principle 6
Principle 7
Principle 8
Principle 9
Principle 10
Conclusion
References
2: A Review of Formative Language Assessment Research and Implications for Practitioners
Formative Language Assessment
Method
What Is the Nature and the Mode of FLA in the Research Studies?
In Which Contexts Do we Find FLA Studies and Which Methods Are Used?
Results in the Reviewed Studies with a Focus on Implications for Practitioners
Conclusions
Practice Brief
References
3: Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China
Introduction and Literature Review
Conceptual Frameworks and Principles
Research Questions
Methodology
Results and Discussion
LOA Opportunities
Interactive Classroom Activities
Learning-Oriented Teaching Methods
LOA Difficulties
Effective Use of Class Time
The Concern over Teaching Performance
Limited Teaching Experiences and Language Expertise
Conclusion
Practice Brief
References
4: Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres
Assessment for Learning
EFL in the Brazilian Educational System
EFL Education at a Federal High School in Rio de Janeiro, Brazil
Assessment for Learning in Practice
Reflection on Assessment Practice
Practice Brief
References
5: An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment
Introduction
Methodology
Participants
Data Collection Procedure and Instruments
Interview Questions
Data Analysis
Findings
Students’ Engagement with DA
Students’ Perspectives Towards DA
Benefits of DA
Drawbacks of DA
Integration of DA into L2 Writing Courses
Discussion and Conclusion
Practice Brief
Appendix
References
6: Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China
Introduction
Consistency of Self- and Teacher Assessment
Research Contexts
Research Context: Teacher-Driven Writing Instruction
Research Design
Participants
Data Collection and Analysis
Findings
Self- and Teacher Ratings on Constructing Summaries
Self- and Teacher Ratings on the Language Use of Summaries
Self- and Teacher Ratings on Constructing Argumentative Essays
Self- and Teacher Ratings on the Language Use of Argumentative Essays
Discussions and Implications for Practice
Practice Brief
References
7: Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students
Introduction
Theoretical Framework
Test Development and Evaluation
The Context
Needs Analysis
Test Design
Evaluating the Test
Practice Brief
References
8: Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher
Introduction
Literature Review
Written Feedback on Second Language Writing
Language Teacher Autonomy
Methodology
Context and Participant
Data Collection and Analysis
Findings and Discussion
Focused and Unfocused Direct WCF—The Influence of the “Action” Dimension of LTA
Focused and Unfocused Direct WCF—The Influence of the “Development” Dimension of LTA
Focused and Unfocused Direct WCF—The Influence of the “Freedom” Dimension of LTA
Implications and Conclusion
Practice Brief
References
9: Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 11–14 in England
Introduction
The KS3 Context: Learners of French, German and Spanish Aged 11–14 in the UK
Curriculum Time
Parity across Tests and Cohorts
Learner-Centred Assessment for KS3
Assessment Theory
Deciding What to Test
High- and Low-Frequency Words
Aspects of Word Knowledge
Individual Words and Formulaic Sequences
Test Design Considerations
Types of Test
Measures of Vocabulary Knowledge
Question Styles and Level of Difficulty
Representative Sampling
Statement of Test Purpose
Example Items from NCELP Tests
Testing Aspects of Form
Testing Aspects of Meaning
Testing Aspects of Use
Conclusions and Next Steps
Practice Brief
References
10: Developing Learning-Oriented Language Assessment Literacy in Pre-service Language Teachers
Language Assessment Literacy
Learning-Oriented Assessment
Developing Language Assessment Literacy
Research Questions
Analytical Framework
Survey Development
Data Collection
Data Analysis
Findings—RQ1
Findings—RQ2
Findings—RQ3
Findings—RQ4
Discussion
Conclusion
Practice Brief
References
11: Padlet as a Formative Assessment Tool in the Online Language Classroom: Action Research
Introduction
Literature Review
Methodology
Findings
Language Aspects
Non-language Aspects
Discussion
Recommendations and Conclusion
Practice Brief
Appendices
Appendix 1: Open-Ended Questions
Appendix 2: Stages of GT Analysis
Appendix 3: GT Analysis
References
12: Application of Virtual Reality Speaking Assessment Tasks in an EFL Context
Introduction
Use of Virtual Reality in English Learning and Assessment
Speaking Assessment in the Context of Iran
Method
Participants
Procedure
Materials
VR Rig
Test Scenarios
Results
Attitudes
Conclusion
Practice Brief
References
13: Technology-Mediated Tasks for Formative Assessment in an e-Portfolio Environment
Introduction
Action-Oriented and Task-Based Language Assessment
Methodology
Participants
E-Portfolio Environment
Task Design
Formative Assessment
Students’ Perspectives Towards Assessment Tasks
Conclusions
Practice Brief
References
14: Mobile-Assisted Language Assessment for Adult EFL Learners: Recommendations from a Systematic Review
Introduction
Method
Methodological Framework
Literature Search
Inclusion/Exclusion Criteria
Coding of Studies
Results
Description of Included Studies
Description of Assessments and Tasks
Discussion
Practice Brief
References
15: Pro-Gamer Inspired Speaking Assessment
Assessment Theory
Speaking Tests as Summative Assessment
Portfolios
Examples of Portfolio Use in Language Teaching Contexts
Context of the Study
The Emergent Nature of Games and the Danger of One-Shot Summative Assessments
Task Repetition, Reflection, and Gradual Improvement
Transcription
Assessment Practice
Participants
The experimental assessment criteria was used in three intact classes (n = 95) at a science and technology university in Japan. Participants met twice a week for a 100-minute lesson with the same instructor. Montage videos were only created once at the
Collection (Lesson 2~6)
Selection (Lesson 7)
Reflection (Lesson 8)
Videos Produced
Student Perceptions
Conclusion
Practice Brief
References
16: Developing Language Teacher Cognition about Technology-Enhanced Assessment: A Case of Student Teachers in a TESOL Programme
Introduction
Language Teacher Cognition
Technology-Enhanced Language Assessment
The Study
The Course
Data Collection and Analysis
Findings
Conceptualising Technology-Enhanced Language Assessment
The Role of Teachers’ Experience
Technology-Enhanced Language Assessment Practice
Discussion
Conclusion
Practice Brief
Appendix Transcription Conventions
References
17: Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing
Introduction
Methods
Findings
Analysis of the Writing Process Questionnaire
Selected Individual Case Analyses
Ben
Jasmin
Discussion
Conclusion
Practice Brief
Appendix
References
18: Development and Content Validation of an E-portfolio to Assess and Promote Learner Autonomy
Introduction
Research Design
Context and Purpose of This Study
Design Framework of ePALA—ECD
Methods for Content Validation
Phase 1
Method
Procedure
Results
Phase 2
Method
Procedure
Data Analysis
Results
Content Validity of the Rubric
Estimating Weights of the Rubric
Discussion and Conclusions
Practice Brief
References
Index