Outcomes-based assessment in practice: some examples and emerging insights

By G. Brindley. 2001

156 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5bddbfe661dc39d6d4e79fa812aaafd23eea0537

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Leung
2. P. Rea‐Dickins
3. Ofra Inbar-Lourie
4. A. Scarino
5. C. Davison
6. C. Coombe
7. H. Vafadar
8. H. Mohebbi

In Literature and Literary Theory

1. P. Rea‐Dickins
2. C. Leung
3. Ofra Inbar-Lourie
4. C. Davison
5. A. Scarino
6. Frank Giraldo

Citations in the corpus

• Classroom-based assessment: Possibilities and pitfalls (2007, background): “Given the mixed discourses of assessment prevalent in cxariculum policy docxanents (e.g., QCA, 2000) and the emphasis in some countries on outcomes-base d assessment of performance (e.g., the National Curriculum in England) (see Brindley, 2001 ), it is thus unsurprising that teachers also fail to g”
• The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools (2004, background): “…training and language background, teachers seem to differ from each other in a variety of ways in their interpretation of assessment criteria (Brindley, 1991; Pula and Huot, 1993; Brown, 1995; Zhang, 1998), in their ‘reading’ practices (Hamp-Lyons, 1989; Cumming, 1990; Vaughan, 1991; Lumley,…”
• Understanding teachers as agents of assessment (2004, background): “Indeed, the purposes of assessment have been of central concern in a number of recent publications (e.g., Language Testing, volume 18, issue 4) in which McNamara (2001b) and Brindley (2001) both refer to the conflicting demands on teachers within the context of classroom based assessment.”
• Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, background): “Brindley (1998, 2001) investigated a number of issues concerning the assessment of the Certificates in Spoken and Written English in Australia.”
• Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “In so doing, if they “adapt” rather than “adopt” the framework they may be seen to compromise the systemic assessment “requirements”; if they do not, they may compromise learners and learning (Brindley, 2001b).”
• Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “The fifth and last component mentioned in the Brindley model extends beyond assessment and testing techniques, to include only those professionals whose context requires delving into more advanced planning and exploration of assessment initiatives and research (Brindley, 2001a, pp. 129–130).”
• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…teacher assessment knowledge via course work, professional development events, on-the-job training and self-study (Harding & Kremmel, 2016), assessment textbooks (Brown & Bailey, 2008), university-based coursework (DeLuca, Chavez, & Cao, 2013), and curriculum-related assessment (Brindley, 2001).”