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Bridging Assessment and Learning: A View from Second and Foreign Language Assessment

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Title: Bridging Assessment and Learning: A View from Second and Foreign Language Assessment
Language: English
Authors: Alderson, J. Charles, Brunfaut, Tineke (ORCID 0000-0001-8018-8004), Harding, Luke (ORCID 0000-0001-9579-6571)
Source: Assessment in Education: Principles, Policy & Practice. 2017 24(3):379-387.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Opinion Papers
Descriptors: Educational Assessment, Learning Theories, Language Tests, Second Languages, Test Results, Objectives, Test Validity, Literacy
DOI: 10.1080/0969594X.2017.1331201
ISSN: 0969-594X
Abstract: In this commentary, the authors have set out some areas where they see overlaps between the original position paper and the current discussion around theory and practice in language assessment, the key consideration of washback, and the need for a greater awareness of, and engagement with, the assessment literacy of policy-makers and other key decision-makers in educational contexts and beyond. They also noted some aspects where the state-of-the-art depiction of educational assessment by Baird et al was not as clearly applicable to their field: (1) the notion that a good deal of language assessment takes place for certification or screening purposes, where tasks are more appropriately related to modelling the demands of future language use; (2) the deep tradition and interest in theorizing and researching language constructs; and (3) the central place of validity and validation in the field. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]
Abstractor: ERIC
Number of References: 30
Entry Date: 2017
Accession Number: EJ1149594
Database: ERIC
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  Data: Bridging Assessment and Learning: A View from Second and Foreign Language Assessment
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  Data: <searchLink fieldCode="AR" term="%22Alderson%2C+J%2E+Charles%22">Alderson, J. Charles</searchLink><br /><searchLink fieldCode="AR" term="%22Brunfaut%2C+Tineke%22">Brunfaut, Tineke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8018-8004">0000-0001-8018-8004</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harding%2C+Luke%22">Harding, Luke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9579-6571">0000-0001-9579-6571</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/0969594X.2017.1331201
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  Data: In this commentary, the authors have set out some areas where they see overlaps between the original position paper and the current discussion around theory and practice in language assessment, the key consideration of washback, and the need for a greater awareness of, and engagement with, the assessment literacy of policy-makers and other key decision-makers in educational contexts and beyond. They also noted some aspects where the state-of-the-art depiction of educational assessment by Baird et al was not as clearly applicable to their field: (1) the notion that a good deal of language assessment takes place for certification or screening purposes, where tasks are more appropriately related to modelling the demands of future language use; (2) the deep tradition and interest in theorizing and researching language constructs; and (3) the central place of validity and validation in the field. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]
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      – SubjectFull: Language Tests
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      – SubjectFull: Second Languages
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      – SubjectFull: Test Results
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      – SubjectFull: Objectives
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      – SubjectFull: Literacy
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