Overview

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.

Full Product Details

Author:   Dina Tsagari ,  Ildikó Csépes
Publisher:   Peter Lang AG
Imprint:   Peter Lang AG
Edition:   New edition
Volume:   25
Weight:   0.380kg
ISBN:  

9783631606438

ISBN 10:   3631606435
Pages:   208
Publication Date:   26 August 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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/Elżbieta 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.

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Author Information

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.

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