Overview

This book presents an in‐depth study of assessment innovation and its impact on teaching and learning. The context is New Zealand, and the focus is additional languages other than English and the recent introduction of a radical new assessment of students’ spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performance, and presents an alternative approach where stakeholders become the centre of interest.  It advances our understanding of how assessment innovation impacts on two key groups - teachers and students in schools - based on data collected from a substantial two‐year research project. It presents an account of these stakeholders’ perceptions of the validity and usefulness of the new assessment in comparison with the more traditional test that it has replaced.Assessing Foreign Language Students' Spoken Proficiency makes an outstanding and original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment.  It is an important resource for teachers and teacher educators as well as assessment and curriculum specialists worldwide.  It deserves to be widely read.

Full Product Details

Author:   Martin East
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
Edition:   Softcover reprint of the original 1st ed. 2016
Volume:   26
Dimensions:   Width: 15.50cm , Height: 1.30cm , Length: 23.50cm
Weight:   0.454kg
ISBN:  

9789811091285

ISBN 10:   9811091285
Pages:   227
Publication Date:   31 March 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Preface.- Acknowledgments.- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter.- Chapter 2:Assessing spoken proficiency: What are the issues? .- Chapter 3:Introducing a new assessment of spoken proficiency: Interact.- Chapter 4: Investigating stakeholder perspectives on Interact.- Chapter 5: The advantages and disadvantages of Interact.- Chapter 6:The disadvantages of Interact and suggested improvements.- Chapter 7: Interact and higher proficiency students: Addressing the challenges.- Chapter 8: Interact and higher proficiency students: Concluding perspectives.- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations.

Reviews

This book makes a valuable contribution to the extent to which formative and summative assessment can be conflated for language teaching. It should be of interest to language education researchers, students, teachers and NZ decision makers who must decide the direction of interact. (R. M. Genet, L. N. Conner and V. M. O'Toole, New Zealand Journal of Educational Studies, Vol. 53, 2018)

“This book makes a valuable contribution to the extent to which formative and summative assessment can be conflated for language teaching. It should be of interest to language education researchers, students, teachers and NZ decision makers who must decide the direction of interact.” (R. M. Genet, L. N. Conner and V. M. O’Toole, New Zealand Journal of Educational Studies, Vol. 53, 2018)

Author Information

Martin East is currently Associate Dean (Research) and a language teacher educator in the Faculty of Education and Social Work at the University of Auckland. His principal research interests are in ways of enhancing the effectiveness of language teaching, learning and assessment, and he publishes widely in these areas.

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