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Perspectives on Language Assessment Literacy describes how the
elements of language assessment literacy can help teachers gather
information about when and how to assess learners, and about using
the appropriate assessment tools to interpret results in a fair
way. It provides highlights from past and current research,
descriptions of assessment processes that enhance LAL, case studies
from classrooms, and suggestions for professional dialogue and
collaboration. This book will help to foster continuous learning,
empower learners and teachers and make them more confident in their
assessment tasks, and reassure decision makers that what is going
on in assessment meets international benchmarks and standards. It
addresses issues like concepts and challenges of assessment, the
impacts of reflective feedback on assessment, the ontogenetic
nature of assessment literacy, the reliability of classroom-based
assessment, and interfaces between teaching and assessment. It
fills this gap in the literature by addressing the current status
and future challenges of language assessment literacy. This book
will be of great interest for academics, researchers, and
post-graduate students in the fields of language assessment
literacy and English language teaching.
Perspectives on Language Assessment Literacy describes how the
elements of language assessment literacy can help teachers gather
information about when and how to assess learners, and about using
the appropriate assessment tools to interpret results in a fair
way. It provides highlights from past and current research,
descriptions of assessment processes that enhance LAL, case studies
from classrooms, and suggestions for professional dialogue and
collaboration. This book will help to foster continuous learning,
empower learners and teachers and make them more confident in their
assessment tasks, and reassure decision makers that what is going
on in assessment meets international benchmarks and standards. It
addresses issues like concepts and challenges of assessment, the
impacts of reflective feedback on assessment, the ontogenetic
nature of assessment literacy, the reliability of classroom-based
assessment, and interfaces between teaching and assessment. It
fills this gap in the literature by addressing the current status
and future challenges of language assessment literacy. This book
will be of great interest for academics, researchers, and
post-graduate students in the fields of language assessment
literacy and English language teaching.
This edited book brings together fifteen original empirical studies
from a variety of international contexts to provide a detailed
exploration of language assessment, testing and evaluation.
Language assessment has a key role in the development and
implementation of language and educational policies at the national
level, and this book examines some of the impacts - both positive
and negative - of different skills testing and examination
approaches on learning outcomes and individual students' language
learning. This book will be of interest to scholars working in
applied linguistics and language education, teacher training,
testing and evaluation, as well as stakeholders such as
practitioners, educators, educational agencies, and test
developers.
This book presents evaluation cases from the Middle East and North
Africa (MENA) context, investigating the various facets of
evaluation in different parts of the MENA region and beyond. In 19
chapters, it explores cases from Tunisia, Saudi Arabia, Egypt,
Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book
highlights the impact of evaluation on a range of stakeholders,
arguing that it has repercussions at the individual, societal,
economic, cultural and political levels, that it also has an
ethical dimension, and that it is tailored to people's needs,
helping them to remain abreast of the effectiveness and efficiency
of programs. Further, the book explores controversial issues
concerning different evaluation themes, such as teacher and staff
evaluation, assessment practices, text genre analysis evaluation,
assessment of productive skills, textbook and ICT evaluation,
evaluation of ELT certificates and programs, quality assurance, ESP
needs analysis, assessment literacy, and dynamic assessment. It
addresses key challenges, such as who the "right people" to
implement evaluation are, and the appropriate use of evaluation
results to avoid any misuse or harm to any stakeholder. In closing,
the book calls for further research venues on the relevance of
evaluation, testing and assessment in the MENA context and beyond.
This book presents an overview of revisiting the assessment of
language abilities. It also showcases how the measurement of such
constructs can result in negative or positive washback and how
outcomes might be conducive to repercussions that decide on the
future of many stakeholders. The 23 chapters were selected among
tens of chapters received from different contexts that addressed
the issue of revisiting the assessment of language abilities, such
as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada,
Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have
highlighted the necessity to revisit the different constructs which
should be assessed with a clear and straightforward foundation on
students' learning objectives and their actual language ability. To
do so, most of the chapters present hands-on use of relevant
statistical tests that might serve in revisiting the construct
definition both theoretically and operationally. Perhaps the sole
and intricate question that the authors of these contributions ask
is what it means to revisit the assessment of the construct of
individualized language ability and how. In addition, the book
accentuates the momentousness and significance of reflecting on
test fairness and validation as the mainspring and backbone for
democratization of assessment. This book appeals to a broad
readership, such as English Language Teaching (ELT) practitioners,
language teachers, students, testing organizations, policy-makers,
test designers, writers of test specifications, testing experts,
researchers, program evaluators, especially in the Middle East and
North Africa (MENA) as well as other international contexts.
This book presents evaluation cases from the Middle East and North
Africa (MENA) context, investigating the various facets of
evaluation in different parts of the MENA region and beyond. In 19
chapters, it explores cases from Tunisia, Saudi Arabia, Egypt,
Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book
highlights the impact of evaluation on a range of stakeholders,
arguing that it has repercussions at the individual, societal,
economic, cultural and political levels, that it also has an
ethical dimension, and that it is tailored to people's needs,
helping them to remain abreast of the effectiveness and efficiency
of programs. Further, the book explores controversial issues
concerning different evaluation themes, such as teacher and staff
evaluation, assessment practices, text genre analysis evaluation,
assessment of productive skills, textbook and ICT evaluation,
evaluation of ELT certificates and programs, quality assurance, ESP
needs analysis, assessment literacy, and dynamic assessment. It
addresses key challenges, such as who the "right people" to
implement evaluation are, and the appropriate use of evaluation
results to avoid any misuse or harm to any stakeholder. In closing,
the book calls for further research venues on the relevance of
evaluation, testing and assessment in the MENA context and beyond.
This edited collection examines a range of English Language
Teaching (ELT) research in the Middle East and North Africa (MENA).
While the MENA context has witnessed considerable change in recent
years, it has so far been under-represented in ELT research at both
the regional and the international level. This book aims to fill
that gap by surveying the current state of the field, examining in
detail a range of issues and concepts, and suggesting future
directions for further research. It will be of interest to ELT
researchers and practitioners in general - not just those based in
MENA contexts themselves.
This edited book brings together fifteen original empirical studies
from a variety of international contexts to provide a detailed
exploration of language assessment, testing and evaluation.
Language assessment has a key role in the development and
implementation of language and educational policies at the national
level, and this book examines some of the impacts - both positive
and negative - of different skills testing and examination
approaches on learning outcomes and individual students' language
learning. This book will be of interest to scholars working in
applied linguistics and language education, teacher training,
testing and evaluation, as well as stakeholders such as
practitioners, educators, educational agencies, and test
developers.
This book presents an overview of revisiting the assessment of
language abilities. It also showcases how the measurement of such
constructs can result in negative or positive washback and how
outcomes might be conducive to repercussions that decide on the
future of many stakeholders. The 23 chapters were selected among
tens of chapters received from different contexts that addressed
the issue of revisiting the assessment of language abilities, such
as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada,
Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have
highlighted the necessity to revisit the different constructs which
should be assessed with a clear and straightforward foundation on
students' learning objectives and their actual language ability. To
do so, most of the chapters present hands-on use of relevant
statistical tests that might serve in revisiting the construct
definition both theoretically and operationally. Perhaps the sole
and intricate question that the authors of these contributions ask
is what it means to revisit the assessment of the construct of
individualized language ability and how. In addition, the book
accentuates the momentousness and significance of reflecting on
test fairness and validation as the mainspring and backbone for
democratization of assessment. This book appeals to a broad
readership, such as English Language Teaching (ELT) practitioners,
language teachers, students, testing organizations, policy-makers,
test designers, writers of test specifications, testing experts,
researchers, program evaluators, especially in the Middle East and
North Africa (MENA) as well as other international contexts.
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