Fostering Pre-Service Teachers’ Language Assessment Literacy PDF Download

Author:
Publisher: Editorial Universidad de Caldas
ISBN: 9587595823
Category : Foreign Language Study
Languages : en
Pages : 256

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Book Description
The language assessment literacy (LAL) of pre-service teachers is garnering interest in language testing and assessment. Preparing these stakeholders to conduct professional assessment practices should be a major goal of language teaching programs in general. In this book, the author offers a methodological framework to educate pre-service teachers through language assessment. The book has these components: • A definition of teachers' language assessment literacy (LAL), the construct underlying the book. • A project-based framework as the overarching instructional approach for pre-service teachers' LAL development. • Strategies to teach various areas of language assessment to pre-service teachers. • Numerous ideas on classroom techniques to foster pre-service teachers' LAL. • Exercises for pre-service teacher educators to problematize and design their context-sensitive LAL initiatives. • A test to diagnose and/or check achievement of pre-service teachers' LAL. • A glossary of language assessment terms used in the book. The author encourages readers to reflect upon the theoretical and methodological aspects covered throughout the book, while acknowledging the potential benefits and challenges of his proposed pedagogy of LAL. Overall, this book may be a contribution to current and future LAL discussions, especially regarding pre-service teachers' LAL development.

Author: Dina Tsagari
Publisher: Cambridge Scholars Publishing
ISBN: 152754978X
Category : Foreign Language Study
Languages : en
Pages : 332

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Book Description
The field of language testing and assessment has recognized the importance and underlying theoretical and practical underpinnings of language assessment literacy (LAL), an area that is gradually coming to prominence. This book addresses issues that promote the concept of LAL for language research, teaching, and learning, covering a range of topics. It brings together 14 chapters based on high-stakes and classroom-based studies authored by academics, professionals and researchers in the field. The text examines diverse issues through a multifaceted approach, presenting high-quality contributions that fill a gap in a research area that has long been in need of theoretical and empirical attention.

Author: Giraldo, Frank
Publisher: Editorial Universidad de Caldas
ISBN: 9587593014
Category : Education
Languages : en
Pages : 254

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Book Description
Language teachers the world over inevitably need to engage in assessing their students’ language ability for various purposes – diagnostic, progress, achievement, etc. Because language assessment is a major task for language teachers, language teaching programs should provide pre-service teachers with opportunities to problematize assessment in the foreign or second language classroom. Educating pre-service teachers for assessment should lead to positive consequences on their in-service work. In this book, the author provides a research-based approach to plan, design, implement, and evaluate a language assessment course for pre-service teachers. The following are some of the central issues addressed in the book: • A conceptualization of Language Assessment Literacy (LAL) –the central construct in the book– and its relationship with language teachers’ professional development. • A theoretically and empirically driven approach for planning and designing a language assessment course. • A hands-on approach to teaching language assessment to pre-service language teachers. • Suggestions for teaching the design of assessments for the four language skills. • Suggestions for language teacher educators to discuss and derive ideas for assessment in their language teaching programs. • Real sample items and tasks for teaching and assessing pre-service teachers’ LAL. The author constantly invites teacher educators to reflect upon the theory, research, and practice presented in the book. In doing so, he encourages these stakeholders to plan and teach language assessment courses that foster the LAL of pre-service teachers’, an overlooked stakeholder group in LAL discussions.

Author: Sharon L. Nichols
Publisher: IAP
ISBN: 1648024297
Category : Education
Languages : en
Pages : 321

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Book Description
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development. Theory to Practice: Educational Psychology for Teachers and Teaching is a series for those who teach educational psychology in teacher education programs. At a time when educational psychology is at risk of becoming marginalized, it is imperative that we, as educators, “walk our talk” in serving as models of what effective instruction looks like. Each volume in the series draws upon the latest research to help instructors model fundamental principles of learning, motivation, and development to best prepare their students for the diverse, multidimensional, uncertain, and socially-embedded environments in which these future educators will teach. The inaugural volume, Teaching on Assessment, is centered on the role of assessment in teaching and learning. Each chapter translates current research on critical topics in assessment for educational psychology instructors and teacher educators to consider in their teaching of future teachers. Written for practitioners, the aim is to present contemporary issues and ideas that would help teachers engage in meaningful assessment practice. This volume is important not only because of the dwindling presence of assessment-related instructional content in teacher preparation programs, but also because the policy changes in the last two decades have transformed the meaning and use of assessment in K-12 classrooms. Praise for Teaching on Assessment "This thought-provoking book brings together perspectives from educational psychology and teacher education to examine how assessment can best support student motivation, engagement, and learning. In the volume, editors Nichols and Varier present a set of chapters written by leaders in the field to examine critical questions about how to best prepare teachers to make instructional decisions, understand assessment within the context of learning and motivation theory, and draw on assessment in ways which can meet the needs of diverse learners. Written in a highly accessible language and style, each chapter contains clear takeaway messages designed for educational psychologists, teacher educators, teachers, and pre-service teachers. This book is essential reading for anyone involved in teaching or developing our future teaching professionals." Lois R. Harris, Australian Catholic University "This impressive book provides a wealth of contemporary and engaging resources, ideas and perspectives that educational psychology instructors will find relevant for helping students understand the complexity of assessment decision-making as an essential component of instruction. Traditional assessment principles are integrated with contemporary educational psychology research that will enhance prospective teachers’ decision-making about classroom assessments that promote all students’ learning and motivation. It is unique in showing how to best leverage both formative and summative assessment to boost student engagement and achievement, enabling students to understand how to integrate practical classroom constraints and realities with current knowledge about self-regulation, intrinsic motivation, and other psychological constructs that assessment needs to consider. The chapters are written by established experts who are able to effectively balance presentation of research and theory with practical applications. Notably, the volume includes very important topics rarely emphasized in other assessment texts, including assessment literacy frameworks, diversity, equity, assessment strategies for students with special needs, and data-driven decision making. The book will be an excellent supplement for educational psychology classes or for assessment courses, introducing students to current thinking about how to effectively integrate assessment with instruction." James McMillan, Virginia Commonwealth University.

Author: Dina Tsagari
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501500864
Category : Language Arts & Disciplines
Languages : en
Pages : 460

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Book Description
Second language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field. Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation. Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency. Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration. Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users.

Author: Giraldo, Frank
Publisher: Ediciones Unisalle
ISBN: 9587595858
Category : Foreign Language Study
Languages : en
Pages : 184

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Book Description
In the field of language testing, there is a growing interest regarding pedagogical approaches to problematize and foster teachers' Language Assessment Literacy (LAL). Although relevant LAL research studies report on the contents and teaching methodologies of assessment courses, few report on their entire design, implemen- tation, and evaluation stages. In Language Assessment Literacy for In-Service Teachers: Online Course Planning and Implementation, the author describes and discusses a systematic approach to plan, teach, and evaluate an online language assessment course for English language teachers in the coffee region of Colombia. In particular, the book explores the following LAL issues: • A discussion of LAL and teachers' professional development, with an emphasis on proposed pedagogies for fostering LAL. • An empirical approach to drawing these teachers' LAL, designing the online course and accompanying materials, implementing the course, and evaluating it. • Ideas for teaching assessment to language teachers and assessing their LAL. in online environments. • Numerous tasks for teacher educators to problematize their own courses for teachers' LAL. • Sample data collection instruments and pedagogical materials to elicit and activate teachers' LAL. Throughout the book, the author constantly invites teacher educators to analyze his proposed approach, while highlighting the challenges and implications inher ent in the enterprise of developing online courses to cultivate teachers' LAL. In conclusion, this book offers conceptual, pedagogical, and research insights into LAL pedagogies involving in-service language teachers

Author: Daniel Xerri
Publisher: Springer
ISBN: 9783030083908
Category : Education
Languages : en
Pages : 345

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Book Description
This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.

Author: White, Eddy
Publisher: IGI Global
ISBN: 1522569871
Category : Education
Languages : en
Pages : 410

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Book Description
The evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning. The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.

Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1466649259
Category : Education
Languages : en
Pages : 335

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Book Description
With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines.

Author: Sahbi Hidri
Publisher: Routledge
ISBN: 9780367505400
Category :
Languages : en
Pages : 274

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Book Description
Perspectives on Language Assessment Literacy describes how the elements of language assessment literacy can help teachers gather information about when and how to assess learners, and about using the appropriate assessment tools to interpret results in a fair way. It provides highlights from past and current research, descriptions of assessment processes that enhance LAL, case studies from classrooms, and suggestions for professional dialogue and collaboration. This book will help to foster continuous learning, empower learners and teachers and make them more confident in their assessment tasks, and reassure decision makers that what is going on in assessment meets international benchmarks and standards. It addresses issues like concepts and challenges of assessment, the impacts of reflective feedback on assessment, the ontogenetic nature of assessment literacy, the reliability of classroom-based assessment, and interfaces between teaching and assessment. It fills this gap in the literature by addressing the current status and future challenges of language assessment literacy. This book will be of great interest for academics, researchers, and post-graduate students in the fields of language assessment literacy and English language teaching.