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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.
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.
This book shines a light on novel and less familiar domains of
early English language education for children aged 3 to 12, in
mainstream and out-of-school settings. Enveloping the volume is the
making of creative connections to wider educational philosophies
which extend beyond the confines of a narrow linguistic lens. In
reconciling the theory-practice divide in English language
education, each chapter presents a synthesis of research issues
leading to a practical showcase of ideas. Organised in two main
parts, the first focuses on innovations within classroom practice,
curriculum development, and child-centred assessment, exploring
areas which have either received insufficient attention and/or have
been reimagined through fresh perspectives. The second part
explores innovations in pre- and in-service teacher education
contexts and focuses on lesser-known and/or underexplored topics,
including bridging general and language education, multilingualism,
in-depth learning, metacognition, and pragmatics. This is a timely
publication for teacher educators and practitioners alike.
By means of an investigative case study approach this book explores
the factors that contribute to candidates' performance on a high
stakes English examination. The problem that prompted the study at
the heart of this book was the low success rate over a number of
years in an Advanced English examination that effectively acts as a
gatekeeper to higher education. This book reviews the literature on
the teaching and assessment of English at postsecondary level,
examines the views of students, teachers and examiners, and
analyses issues of predictive validity and syllabus design in order
to better understand the multifarious factors at work in high
stakes testing. This book is directed at all those teachers,
syllabus developers, paper setters and examiners wishing to gauge
the effect of their decisions regarding pedagogy, syllabi, test
papers and assessment practices. High Stakes English Testing aims
to show how crucial it is for all stakeholders of such examinations
to adequately address those factors that are most likely to have a
negative impact on candidates' performance if left unchecked.
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