Learning-Oriented Language Assessment

✍ Scribed by Atta Gebril (editor)

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 254
• Series: Routledge Studies in Applied Linguistics
• Edition: 1
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Acknowledgments
Chapter 1: Learning-Oriented Assessment: Main Issues and an Overview
Introduction
Outstanding Issues in LOA
Overview of the Volume
Theoretical and Conceptual Foundations of LOA
LOA in Instructional Settings
References
Part I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment
Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning
Introduction
Learning-Oriented Assessment (LOA)
A Historical Perspective: The Impact of Large-Scale Examinations on Learning
The Scope of LOA
LOA Perspectives from around the World
Views from the UK
Views from the USA
Views from Asia-Pacific
Assessment as a Model of Language Learning
Models of LOA
Carless (2007) : LOA – Principles, Practice, and a Project
Turner and Purpura (2016) : LOA in Second and Foreign Language Classrooms
A Systemic Model of LOA: Towards a Theory of Action
Technology and LOA
Conclusion
Acknowledgments
References
Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework
Introduction
Validity Paradigms
Context
Tasks and Items
Roles in Design and Evaluation
Performance
Distributions
Interpretations
Generalization and Extrapolation
The Meaning of Validity in LOA
Practical Skills for LOA
Task Design for Effective Learning
Self- and Peer-Assessment
Feedback
Effective Teacher Questioning
Scaffolding of Performance
Lesson Planning and Classroom Management for Reflection
Management of Affective Impact on Learners
Continuing Professional Development (CPD)
Conclusion
References
Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms
Introduction
Approaches to Researching LOA in L2 Contexts: What Has Been Done?
Data Collection and Analysis Approaches
Observations and CA
Interviews and Content Analysis
Narrative Inquiries and Analysis of Narratives
Providing Evidence for and of Learning
Addressing the Multidimensional Nature of LOA
Approaches to Researching LOA in L2 Classrooms: A Way Forward
What is Learning in LOA?
Conducting Quality LOA Research
Triangulation
Is There a Place for Quantitative LOA Research?
References
Chapter 5: Success in Language Learning: What Role Can Language Assessment Play?
Introduction
The Story so Far in Europe: The CEFR and the Work of the Council of Europe
Leo van Lier (1996) and His Triads
The Assessment Reform Group (2002)
Pellegrino et al.’s (2016) Framework for Instructionally Relevant Assessments
Towards Learning-Oriented Assessment: Issues to Address
Conceptual Issues: Constructs and Validity
Methodological Issues
Practical Issues
Conclusion
References
Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges
Introduction
The Role of Feedback in Learning and LOA
Developments in Theoretical Perspectives on Feedback
Importance of Learner Engagement and Feedback Literacy
Six Principles for Feedback Practices
I Specific
II Forward-Looking
III Appropriate Level
IV Relate to Success Criteria
V Engage the Learner in a Proactive Role
VI Promote Self-Regulated Learning
Designing Feedback Materials and Activities for IC: An Illustration
Extract 1: Extract of IC checklist (full version)
IC feature
Feedback
Extract 2: Transcript extract for Example 105 2
Example 105: P06
Extract 3: Guiding questions for Example 105
Extract 4: Lesson learned narrative following Example 105 (excerpt)
Challenges to Feedback as LOA Practice
How to Encourage Learners to Act on Feedback
Conclusion
Acknowledgments
Notes
References
Part II: Learning-Oriented Assessment in Instructional Settings
Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting
Introduction
Historical Background to Education in Egypt
Language Education in Egyptian Schools
Assessment Policy in Egyptian Schools
A Critical Take on the Current Assessment Policy
Mismatch between Learning Outcomes and Test Content
Assessment Literacy of Teachers
Teachers’ Beliefs about Assessment
Use of Assessment Results
Work Conditions in Schools
The Proposed Assessment Policy
What is Needed for this Proposed Learning-Oriented Assessment Policy to Succeed?
Conclusions
References
Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study
Introduction
Feedback as an Element of LOA
Self- and Peer-Assessment as Components of LOA
Context of the Study
Research Questions
Methodology
Data Collection
Results
LOA Techniques Used by Egyptian Teachers
Perceptions about LOA Design and Implementation at the Two Schools
Improving the Design and Implementation of LOA at the Reform Schools
Discussion and Implications
References
Chapter 9: Implementing Learning-Oriented Assessment in Malaysia: Insights from Key Stakeholders
Introduction
Literature Review
Learning-Oriented Assessment
PT3 English
Washback
Methodology
Participants
Instruments
Data Collection
Data Analysis
Findings
Intended Washback
Reduce Exam-Oriented Culture
Focus on Student Learning
Perspectives on PT3 English
Understanding
Attitudes
Discussion and Conclusions
Appendix
References
Chapter 10: “I Was Not Thoughtful Enough Before”: Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment
Introduction
Learning-Oriented Assessment
LOA and the Continuum of Formative to Summative Assessment
LOA and Peer Assessment
The Instructional Context
The “You Be the Grader” Assignment
Methods
Research Questions
Data Collection
Participants
Data Collection Procedures
Data Analysis: Grading Comments
Data Analysis: Learner Reflections
Results
Essay Comments: Artifacts of Previous Instruction
Student Reflections on Their Participation in the Assignment
Discussion
Conclusions
References
Chapter 11: Learning-Oriented Assessment from a Teacher’s Perspective: Insights from Teachers’ Action Research
Introduction
Learning-Oriented Assessment Frameworks
Teacher Action Research Programs: A Brief Overview
LOA from a Teacher’s Perspective: Key Features in a Typical LOA Cycle
Integration of Assessment for Learning and Assessment of Learning
Alignment of the Constructs of Assessment for Learning and Assessment of Learning
Summative Assessment Criteria Used Formatively in the Classroom
Evidence and Record-Keeping
Collecting Evidence Using a Range of Assessment, Feedback, and Self-Evaluation Tasks
ePortfolios as a Means of Facilitating and Recording Learning Progress
Feedback
ePortfolios as a Platform for Self-, Peer-, and Teacher Feedback
Using a Feed-Forward Approach to Increase Learner Awareness and Motivation
Learner Autonomy
Enhancing Learner Autonomy through Collaborative Learning, Peer-, and Self-Assessment
Using Peer Review to Encourage Learner Autonomy
Using Achievable Short-Term Goals to Improve Metacognition and Self-Efficacy
Future Directions for LOA in the Classroom
Notes
References
Chapter 12: The Role of Technology in Learning-Oriented Assessment
Introduction
Supporting Assessment Development as Opportunities for Learning
Supporting Student Involvement in the Assessment Process
Supporting Feedback and Student Engagement with Feedback
Future Directions
Additional Considerations
Conclusion
References
Author Index
Subject Index