β Scribed by Tijen Aksit, Hande Isil Mengu, Robin Turner
No coin nor oath required. For personal study only.
Learning English as a foreign language in any formal education context requires opportunities for learners and teachers to give and receive feedback on the teaching learning process as it is happening. These opportunities could be created via various in-class activities specifically designed for this purpose. Teachers who create and use these diagnostic opportunities effectively detect what learners need in a timely fashion, and provide remedial teaching in the right time and mode, so that chances can be created for learners to improve their learning. There is no one universally accepted way of how to do this, however, with various approaches for collecting, analyzing and reviewing data for this purpose. This book encapsulates the unbreakable relationship between teaching, learning and assessment through a range of articles which scrutinize assessment from a wide spectrum, ranging from the role of assessment in language learning to ELT teacher assessment literacy, from the use of technology in classroom-based assessment to practicing teachers reflections on their teacher classroom action research, and from the role of the Common European Framework of Reference for Languages (CEFR) to empirical data analysis.
Dedication
Table of Contents
Foreword
Section I: Reflections on the Role of Assessment in Language Teaching
Teacher Assessment Literacy for the Classroom β’ Anthony Green
How Can We Use Assessment to Facilitate Learning? β’ Peter Davidson
Morphological Variability and Insights on Teaching and Assessment β’ Hilal Serin
The Role of Classroom Discussion in Developing Language Proficiencyβand Academic Knowledge and Skills β’ Steve Ferrara
What Testers Can Learn from Games β’ Robin Turner
Robo-grader: Can Computers Really Rate Studentsβ Essays? β’ Peter Davidson
Classroom-based Formative Assessment Practices in English Language Learning β’ Servet Altan, Linda Bruce Γzdemir and John OβDwyer
Section II: Illustrative Examples of Assessment Practices
Classroom Assessment: The Effective Use of Formative Tests β’ Giray BerberoΔlu
Use of Computerized Adaptive Testing in Class-level Language Assessment β’ Elif Kaya and Δ°lker Kalender
Increasing Proficiency Test Predictive Power with a Computerized Speaking Component β’ Reza Neiriz Naghadehi and Mary Ann Walter
Investigating the Effects of Introducing Planning Time to a Test of Second Language Spoken Proficiency β’ Stefan OβGrady
Academic Performance and Success Factors: A Comparison of Repeat and Regular Students β’ Hakan Tarhan
Feed-forward, Improve Better β’ Ersin Soylu
Oral Presentations: Time to Sleep or Speak? β’ Γzlem Vural
Section III: Reflections on the Role of the CEFR in Language Assessment
Enriching and Complementing the CEFR: Handle with Care β’ Sauli Takala
The Impact of the CEFR in Language Testing and Assessment: Past, Present and Future β’ Neus Figueras
Index
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