Current Issues in English Language Teacher‐Based Assessment

By C. Davison, C. Leung. 2009

221 citations recorded by the source corpus.

Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English language teaching field, with researchers pointing to much variability, a lack of systematic principles and procedures, and a reliance on traditional, but now outdated, psychometric assumptions. This article provides an overview of some of the current issues in TBA, including its definition and key characteristics, and the complex but significant questions which its implementation pose for our understandings of language, learning, and assessment.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6ce35d23dc13c2c229d1af4bc7b6013e8e3e448f

How researchers see this paper

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

In Developmental and Educational Psychology

1. Frank Giraldo
2. Ricky Lam
3. Shulin Yu
4. Icy Lee

In Education

1. Frank Giraldo
2. Ricky Lam
3. Nasreen Sultana
4. Shulin Yu
5. Icy Lee

In Language and Linguistics

1. Frank Giraldo
2. Ricky Lam

Citations in the corpus

• Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “…testing rather than how prospective classroom teachers understand, muster and develop the essential assessment knowledge and skills against the backdrop of wider assessment reforms in English language education (e.g., assessment for learning) (Davison & Hamp-Lyons, 2010; Davison & Leung, 2009).”
• Language Assessment Literacy: Implications for Language Teachers (2018, background): “Thus, a general consensus in lal is that research needs to be ongoing and welcomed (Fulcher, 2012; Coombe, Troudi, & AlHamly; 2012; Taylor, 2013). Notwithstanding the need to involve others in lal, language teachers remain central stakeholders whose teaching contexts should be considered to further ”
• Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “…writing specialists as well as assessment experts in English language teaching have called for the theorization of EFL writing assessment, particularly of classroom-based portfolio assessment with AaL components (Davison and Leung 2009; Hamp-Lyons and Condon 2000; Huot 2002b; Lam 2013b, 2014).”