Rethinking assessment from a critical perspective

By Brian K. Lynch. 2001

169 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c0b1adbd9984cb822e0545f6a7631bddd875a301

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Citations in the corpus

Classroom-based assessment: Possibilities and pitfalls (2007, background): “The traditional positivist position on language testing, with the tendency to map the standard psychometric criteria of reliability and validity on to the classroom assessment procedures, has been called into question, and the scope of validity has been significantly broadened (e.g., Chapelle, 1999;”
Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse (2004, background): “…easily into a standardized assessment paradigm, and further theoretical and empirical work has to be done to reconceptualize teacher assessment and its relationship to standardized testing (see, for example, Teasdale and Leung, 2000; Lynch, 2001; McNamara, 2001; Brindley, 2002; Leung, forthcoming).”
Building and Supporting a Case for Test Use (2005, background): “ Lynch (2001) discusses a “validity framework” that includes five categories, as mentioned earlier.”
Test, measurement, and evaluation: Understanding and use of the concepts in education (2020, methodology): “With an illustration of three concentric circles, Lynch [4] provides a conceptual framework as the basis for understanding the inter-related constructs of evaluation, measurement, and testing.”
Developing Formative Teacher Assessment: Knowledge, Practice, and Change (2004, methodology): “…Association, American Psychological Association, & National Council on Measurement in Education, 1999; for a discussion see Leung, in press; Lynch, 2001; McNamara, 2001; Teasdale & Leung, 2000); yet it would be equally unhelpful to regard formative teacher assessment as principally a…”
Understanding teachers as agents of assessment (2004, background): “In all of the studies mentioned above, teacher assessment in one form or another is involved and, thus, from this perspective issues of classroom assessment are not new (see also Lynch, 2001; 2003).”