Assessment in the Language Classroom
eBook - PDF

Assessment in the Language Classroom

Teachers Supporting Student Learning

  1. 200 pages
  2. English
  3. PDF
  4. Available on iOS & Android
eBook - PDF

Assessment in the Language Classroom

Teachers Supporting Student Learning

Book details
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Table of contents
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About This Book

This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding.

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Yes, you can access Assessment in the Language Classroom by Liying Cheng, Janna Fox in PDF and/or ePUB format, as well as other popular books in Languages & Linguistics & Linguistics. We have over one million books available in our catalogue for you to explore.

Information

Publisher
Red Globe Press
Year
2017
ISBN
9781137464842
Edition
1
Topic
Languages & Linguistics
Subtopic
Linguistics
Index
Languages & Linguistics
WHY 
DO 
WE 
ASSESS? 
7
1.2 
Purposes 
of 
Assessment
As 
we 
can 
see 
from 
Figure 
1.1 
and 
from 
the 
above 
activity, 
assessment 
has 
multiple 
dimensions. 
Assessment 
also 
serves 
multiple 
purposes. 
Three 
main 
purposes 
of 
assessment 
are 
common 
in 
our 
classrooms. 
●
●
Instructional
: 
This 
is 
the 
most 
essential 
purpose 
of 
our 
assessment 
practice, 
yet 
it 
is 
often 
neglected 
in 
the 
assessment 
literature. 
Assessment 
serves 
to 
gather 
information 
about 
students’ 
under-
standing 
and 
skills. 
This 
purpose 
will 
require 
teachers 
to 
use 
assess-
ment 
tools
in 
collecting 
data 
on 
students’ 
learning, 
understanding, 
and 
skills. 
Based 
on 
where 
students 
are 
in 
their 
learning 
process, 
as 
teachers 
we 
can 
plan 
and 
adjust 
our 
instruction. 
We 
engage 
in 
this 
type 
of 
assessment 
all 
the 
time 
in 
our 
classroom, 
for 
example, 
every 
time 
we 
ask 
our 
students 
if 
they 
have 
understood 
a 
point 
we 
Where 
the 
learner 
is
going
Teacher
Peer
Learner
Clarifying, 
sharing,
and 
understanding
learning 
intentions
Engineering
effective
discussions,
tasks 
and
activities 
that
elicit 
evidence
of 
learning
Providing
feedback 
that
moves
learners
forward
Activating 
students 
as 
learning
resources 
for 
one 
another
Activating 
students 
as
owners 
of 
their 
own
learning
Where 
the 
learner
is
How 
to 
get 
there
Figure 
1.1 
Dimensions 
of 
assessment 
(adapted 
from 
Wiliam, 
2015
)

Table of contents

  1. Cover
  2. Contents
  3. List of Figures and Tables
  4. Series Editor’s Introduction
  5. Acknowledgements
  6. Introduction
  7. 1 Why Do We Assess?
  8. Chapter 2 What Do We Assess?
  9. Chpater 3 How Do We Assess?
  10. Chapter 4 How Do We Develop a High-Quality Classsroom Test?
  11. Chapter 5 Who Are We Assessing? Placement, Needs Analysis and Diagnostics
  12. Chapter 6 Who Are We Assessing? Feedback and Motivation
  13. Chapter 7 When We Assess, How Can We Use Assessment to Move Forward?
  14. Appendix: Samples of Some Commonly Used Classroom Assessment Tools and Test Formats
  15. Glossary
  16. References
  17. Index