This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts. This book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts. This book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
Atta Gebril is an associate professor and MATESOL program director in the Department of Applied Linguistics, American University in Cairo (AUC). He is also the chair of the Institutional Review Board at AUC. He obtained his PhD from the University of Iowa in foreign language and ESL education. He teaches courses in second-language assessment and research methods in applied linguistics. His research interests include writing assessment, reading-writing connections, and learning-oriented assessment. He currently serves on the editorial boards of Assessing Writing and the TESOL Journal and as an associate editor for Language Assessment Quarterly.
Inhaltsangabe
List of Contributors Chapter 1: Learning-oriented Assessment: Main issues and an Overview PART I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms Chapter 5: Success in Language Learning: What Role Can Language Assessment Play? Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges Part II: Learning-Oriented Assessment in Instructional Settings Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights from Key Stakeholders Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment Chapter 11: Learning Oriented Assessment from a Teacher's Perspective: Insights from Teachers' Action Research Chapter 12: The Role of Technology in Learning-Oriented Assessment Index
List of Contributors Chapter 1: Learning-oriented Assessment: Main issues and an Overview PART I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms Chapter 5: Success in Language Learning: What Role Can Language Assessment Play? Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges Part II: Learning-Oriented Assessment in Instructional Settings Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights from Key Stakeholders Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment Chapter 11: Learning Oriented Assessment from a Teacher's Perspective: Insights from Teachers' Action Research Chapter 12: The Role of Technology in Learning-Oriented Assessment Index
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