Article2006

Currents and eddies in the discourse of assessment: a learning‐focused interpretation1

120 citations0/0 files storedInternational Journal of Applied Linguistics

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Student Assessment and Feedback EFL/ESL Teaching and Learning Educational and Psychological Assessments

Abstract

This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feedback, learner responses to this feedback, as well as learner‐initiated talk. The analyses suggest that there are different teacher orientations within assessment and highlight the potential that assessment dialogues might offer for assessment as a resource for language learning, thus situating this work at the interface between assessment and second language acquisition. The article also questions the extent to which learners are aware of the different assessment purposes embedded within instruction.

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References

1998Assessment and Classroom Learning 1989Formative assessment and the design of instructional systems 2010Inside the Black Box: Raising Standards through Classroom Assessment 1992Learning Strategies in Second Language Acquisition 1990Learning Strategies in Second Language Acquisition 2003Assessment for Learning- putting it into practice 1993Does Washback Exist?1997Assessment and Learning: differences and relationships between formative and summative assessment

Cited by

2007AFL Research in the L2 Classroom and Evidence of Usefulness: Taking Formative Assessment to the Next Level 2010A Cognitive Perspective 2013The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?2011DIVERGENT PERCEPTIONS OF TELECOLLABORATIVE LANGUAGE LEARNING TASKS: TASK-AS-WORKPLAN VS. TASK-AS-PROCESS 2014Developing and evaluating a dynamic assessment of listening comprehension in an EFL context 2016Toward a Capacity Framework for Useful Student Learning Outcomes Assessment in College Foreign Language Programs

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