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Innovation in Learning-Oriented Language Assessment 2023 ed. [Hardback]

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  • Formāts: Hardback, 333 pages, height x width: 210x148 mm, weight: 591 g, 4 Illustrations, color; 45 Illustrations, black and white; XX, 333 p. 49 illus., 4 illus. in color., 1 Hardback
  • Sērija : New Language Learning and Teaching Environments
  • Izdošanas datums: 04-Mar-2023
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 3031189493
  • ISBN-13: 9783031189494
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Innovation in Learning-Oriented Language Assessment 2023 ed.Palielināt
  • Formāts: Hardback, 333 pages, height x width: 210x148 mm, weight: 591 g, 4 Illustrations, color; 45 Illustrations, black and white; XX, 333 p. 49 illus., 4 illus. in color., 1 Hardback
  • Sērija : New Language Learning and Teaching Environments
  • Izdošanas datums: 04-Mar-2023
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 3031189493
  • ISBN-13: 9783031189494
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783031189494.html
Keywords:

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers’ reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment.

Recenzijas

Both books offer valuable ideas to help language teachers and researchers of language pedagogy expand their assessment toolkit and respond to local and specific assessment needs. (Kathrin Eberharter, ELT journal, Vol. 78 (4), October, 2024)





This volume enjoys geographical diversity as it includes 18 chapters written by authors from ten countries; the chapters are skillfully woven together .  This volume successfully does create a balance through presenting LOA at both practical and theoretical levels, and weaving theoretical concepts and principles with teachers first-hand stories and experiences from across the globe, making it a one of a kind contribution to the field. this book demonstrates the potential to be on every teachers bookshelf. (Hassan Mohebbi and Fatemeh Ranjbaran, Language Assessment Quarterly, February 4, 2024)

1 Introduction: Learning-Oriented Language Assessment--Insights for Evidence-Based Practices
1(12)
Sin Wang Chong
Hayo Reinders
2 A Review of Formative Language Assessment Research and Implications for Practitioners
13(14)
Tony Burner
3 Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China
27(18)
Ruijin Yang
4 Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres
45(18)
Vander Viana
Juliana Jandre
5 An Investigation into EFL Learners' Perspectives Towards Dynamic Assessment
63(18)
Tuba Ozturan
Hacer Hande Uysal
Prithvi N. Shrestha
6 Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China
81(24)
Huahui Zhao
Beibei Zhao
7 Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students
105(16)
Gavin O'Neill
Katerina Petchko
8 Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher
121(16)
Sin Wang Chong
9 Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 11-14 in England
137(26)
Natalie Finlayson
Emma Marsden
10 Developing Learning-Oriented Language Assessment Literacy in Pre-service Language Teachers
163(18)
Magnus Coney
11 Padlet as a Formative Assessment Tool in the Online Language Classroom: Action Research
181(20)
Ghadah Albarqi
12 Application of Virtual Reality Speaking Assessment Tasks in an EFL Context
201(18)
Mojtaba Heydari
Fahimeh Marefat
13 Technology-Mediated Tasks for Formative Assessment in an e-Portfolio Environment
219(18)
Rosana Villares
Oana Maria Carciu
14 Mobile-Assisted Language Assessment for Adult EFL Learners: Recommendations from a Systematic Review
237(20)
Michelle Y. Chen
You-Min Lin
15 Pro-Gamer Inspired Speaking Assessment
257(20)
James York
16 Developing Language Teacher Cognition about Technology-Enhanced Assessment: A Case of Student Teachers in a TESOL Programme
277(18)
Li Li
17 Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing
295(16)
Johanathan Woodworth
18 Development and Content Validation of an E-portfolio to Assess and Promote Learner Autonomy
311(20)
Lilan Lin
Hayo Reinders
Index 331
Sin Wang Chong is Associate Professor in Language Education at the University of Edinburgh, UK. His research interests include language and educational assessment, computer-assisted language learning, and qualitative evidence synthesis. Sin Wang is Associate Editor of two SSCI-indexed journals Higher Education Research & Development (Taylor & Francis) and Innovation in Language Learning and Teaching (Taylor & Francis), and Section Editor of Education and Language in Elseviers Encyclopedia of Language and Linguistics (3rd edition; forthcoming). Sin Wang serves on the governing councils of British Educational Research Association and British Association for Applied Linguistics. Sin Wang is a Senior Fellow of the Higher Education Academy in the UK.Hayo Reinders is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning & Teaching. His interests are in out-of-class learning, technology, and language teacher leadership.