This collection brings together research on learning-oriented
language assessment from scholars working across geographic and
educational contexts, highlighting the opportunities of assessment
practices which seek to better align assessment and learning tasks
and support effective learning. The volume begins by introducing
learning-oriented assessment (LOA) and the context around its
growing popularity, especially in accountability-oriented settings
which favor summative large-scale tests. The first part of the book
charts the development of LOA's theoretical and conceptual
underpinnings, outlining the ways in which they have been informed
by theories of learning and key elements. The second part
demonstrates LOA in practice, drawing on examples from different
countries and instructional settings to explore such topics as the
role of technology in LOA and developing feedback materials based
around LOA principles and developed for core literacy skills.
Offering a holistic view of learning-oriented assessment and the
real-world affordances and challenges of its implementation, this
book is key reading for graduate students, researchers, and
practitioners in language testing and assessment, TESOL, and
language education.
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