Toward a Reconceptualization of Second Language Classroom Assessment : Praxis and Researcher-teacher Partnership

Ofra Inbar-Lourie

ISBN 10: 3030350800 / ISBN 13: 9783030350802

Edité par Springer International Publishing, Springer Nature Switzerland, 2020

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.

N° de réf. du vendeur 9783030350802

Détails bibliographiques

• Titre: Toward a Reconceptualization of Second Language Classroom Assessment : Praxis and Researcher-teacher Partnership
• Éditeur: Springer International Publishing, Springer Nature Switzerland
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 3030350800
• ISBN à 13 chiffres: 9783030350802
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 241 L x 160 H x 21 P (en millimètres) 241 millimètres de largeur par 160 millimètres de hauteur par 21 millimètres de profondeur
• Poids: 571 grammes

A propos de ce titre

Synopsis

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.