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.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2011. 203 pp., num. tables and graphs
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.