000939841 000__ 05896cam\a2200505Ii\4500
000939841 001__ 939841
000939841 005__ 20230306152029.0
000939841 006__ m\\\\\o\\d\\\\\\\\
000939841 007__ cr\cn\nnnunnun
000939841 008__ 180502t20182018sz\a\\\\ob\\\\000\0\eng\d
000939841 019__ $$a1033662024$$a1033906170$$a1034549465$$a1034586965$$a1038418684$$a1105196045$$a1112880954$$a1122812048$$a1160018886
000939841 020__ $$a9783319771779$$q(electronic book)
000939841 020__ $$a3319771779$$q(electronic book)
000939841 020__ $$z9783319771755
000939841 020__ $$z3319771752
000939841 0247_ $$a10.1007/978-3-319-77177-9$$2doi
000939841 0248_ $$a10.1007/978-3-319-77
000939841 035__ $$aSP(OCoLC)on1033603873
000939841 035__ $$aSP(OCoLC)1033603873$$z(OCoLC)1033662024$$z(OCoLC)1033906170$$z(OCoLC)1034549465$$z(OCoLC)1034586965$$z(OCoLC)1038418684$$z(OCoLC)1105196045$$z(OCoLC)1112880954$$z(OCoLC)1122812048$$z(OCoLC)1160018886
000939841 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dN$T$$dEBLCP$$dYDX$$dAZU$$dOCLCQ$$dCOO$$dUPM$$dOCLCF$$dVT2$$dOCLCQ$$dUKMGB$$dMERER$$dOCLCQ$$dAU@$$dUKAHL$$dLQU$$dOCLCQ$$dADU$$dLEATE$$dOCLCQ
000939841 049__ $$aISEA
000939841 050_4 $$aLB3060.3
000939841 08204 $$a371.262$$223
000939841 24500 $$aTeacher involvement in high-stakes language testing /$$cDaniel Xerri, Patricia Vella Briffa, editors.
000939841 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2018]
000939841 264_4 $$c©2018
000939841 300__ $$a1 online resource :$$billustrations
000939841 336__ $$atext$$btxt$$2rdacontent
000939841 337__ $$acomputer$$bc$$2rdamedia
000939841 338__ $$aonline resource$$bcr$$2rdacarrier
000939841 347__ $$atext file$$bPDF$$2rda
000939841 504__ $$aIncludes bibliographical references.
000939841 5050_ $$a1. Introduction -- PART 1: Benefits and Challenges of Teacher Involvement in High-stakes Language Testing -- 2. The Role of Classroom Teachers in Standard Setting and Benchmarking -- 3. A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon -- 4. Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-stakes Exams -- 5. Am I Just Stupid? Key Issues for Teachers Involved in High-stakes Testing with Children who have Dyslexia -- PART 2: Assessment Literacy for/through Teacher Involvement in High-stakes Language Testing -- 6. Are Teachers Given Sufficient Tools as Examiners in the New Foreign Language Speaking Component of the French Baccalauréat? -- 7. Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training -- 8. Teachers as Testers: The Case of EOI Teachers in Galicia, Spain -- 9. Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg -- 10. Fostering Language Assessment Literacy Through Teacher Involvement in High-stakes Test Development -- PART 3: Perceptions and Beliefs in Relation to Teacher Involvement in High-stakes Language Testing -- 11. Teacher-examiners' Explicit and Enacted Beliefs about Proficiency Indicators in National Oral Assessments -- 12. Expatriate High School English Teachers' Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges -- 13. English Language Teachers' Perceptions of Involvement in High-stakes Testing in Turkey -- 14. Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives -- 15. Teachers' Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests as Levers for Change -- 16. A Survey of English Language Testing Practices in China: Students' and Teachers' Perspectives -- 17. An Experienced EFL Teacher's Perception of High-stakes English Language Tests and Beliefs about Language Teaching: A Case Study -- 18. Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers' Teaching Practices -- 19. Conclusion.
000939841 506__ $$aAccess limited to authorized users.
000939841 520__ $$aThis 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.
000939841 588__ $$aVendor-supplied metadata.
000939841 650_0 $$aAchievement tests.
000939841 650_0 $$aTeachers.
000939841 7001_ $$aXerri, Daniel,$$eeditor.
000939841 7001_ $$aBriffa, Patricia Vella,$$eeditor.
000939841 77608 $$iPrint version:$$tTeacher involvement in high-stakes language testing.$$dCham, Switzerland : Springer, [2018]$$z3319771752$$z9783319771755$$w(OCoLC)1022082870
000939841 852__ $$bebk
000939841 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-77177-9$$zOnline Access$$91397441.1
000939841 909CO $$ooai:library.usi.edu:939841$$pGLOBAL_SET
000939841 980__ $$aEBOOK
000939841 980__ $$aBIB
000939841 982__ $$aEbook
000939841 983__ $$aOnline
000939841 994__ $$a92$$bISE