Innovation in learning-oriented language assessment / Sin Wang Chong, Hayo Reinders, editors.
Chong, Sin Wang, editor.; Reinders, Hayo, editor.
2023
P53.4
Available Online

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Title Innovation in learning-oriented language assessment / Sin Wang Chong, Hayo Reinders, editors.
ISBN 9783031189500 (electronic bk.)
3031189507 (electronic bk.)
9783031189494
3031189493
DOI https://doi.org/10.1007/978-3-031-18950-0
Published Cham, Switzerland : Palgrave Macmillan, 2023.
Language English
Description 1 online resource (375 pages) : illustrations (black and white, and colour).
Other Standard Identifiers 10.1007/978-3-031-18950-0 doi
Call Number P53.4
Dewey Decimal Classification 418.0071
Summary "This edited volume of 17 practical chapters document innovative practices of learning-oriented language assessment from nine countries. It is arguably the first exploration into learning-oriented language assessment for teachers and teacher trainers and offers excellent examples worthy of replication by teachers." -Antony Kunnan, Duolingo "It gives me great pleasure to applaud the efforts of the co-editors and authors in producing this timely collection. These evidence-based and practical chapters are underpinned by ten learning-oriented language assessment principles proposed by the editors in their introductory chapter. Plenty of food for thought for language teachers and researchers." -David Carless, University of Hong Kong 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. Sin Wang Chong is Senior Lecturer (Associate Professor) in Language Education at the University of Edinburgh, UK. Sin Wang is Associate Editor of Higher Education Research & Development and Innovation in Language Learning and Teaching. 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.
Note Includes index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Chong, Sin Wang, editor.
Reinders, Hayo, editor.
Series New language learning and teaching environments.
Available in Other Form Innovation in learning-oriented language assessment.
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1. Introduction: Learning-Oriented Language AssessmentInsights for Evidence-Based Practices
2 A Review of Formative Language Assessment Research and Implications for Practitioners
3 Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China
4 Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres
5 An Investigation into EFL Learners Perspectives Towards Dynamic Assessment
6.Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China
7 Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students
8 Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher
9 Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 1114 in England
10 Developing Learning-Oriented Language Assessment Literacy in Pre-service Language Teachers
11 Padlet as a Formative Assessment Tool in the Online Language Classroom: Action Research
12 Application of Virtual Reality Speaking Assessment Tasks in an EFL Context
13 Technology-Mediated Tasks for Formative Assessment in an e-Portfolio Environment
14 Mobile-Assisted Language Assessment for Adult EFL Learners: Recommendations from a Systematic Review
15 Pro-Gamer Inspired Speaking Assessment
16 Developing Language Teacher Cognition about Technology-Enhanced Assessment: A Case of Student Teachers in a TESOL Programme
17 Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing
18 Development and Content Validation of an E-portfolio to Assess and Promote Learner Autonomy.

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