Literacy Assessment Practices: Moving from Standardised to Ecologically Valid Assessments in Secondary Schools

Whitehead, David

doi:10.2167/le801.0

Cited by 15 publications

(6 citation statements)

References 13 publications

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“…Situated within the classroom and embedded in educators' ongoing instructional practice, CBLA promotes authentic assessment in a naturally occurring language learning context (Brindley, 2001;Chalhoub-Deville, 2003;Scott, 2009;Shepard, 2002;Wigglesworth, 2008). This congruence between learning, teaching, and assessment corroborates a degree of ecological validity in that students are assessed in the way they have been taught and within the context of their language use (Whitehead, 2007).…”

Section: Language Proficiency Descriptor Scales In the Educational Comentioning

confidence: 83%

Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Stille¹,

Jang²,

Wagner³

2016

TESL

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Section: Language Proficiency Descriptor Scales In the Educational Comentioning

confidence: 83%

Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Stille¹,

Jang²,

Wagner³

2016

TESL

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“…Formative language assessment Whitehead (2007) has explored ecologically valid forms of assessment, including those that emphasise literary events and that resist a separation of assessment from student-teacher interaction. Whitehead argues that ecologically valid forms 'reflect the literacy and thinking tools used by teachers and students ' (2007, 445).…”

Section: Literature Reviewmentioning

confidence: 99%

Teddy the T‐Rex, interaction and spontaneous formative second language assessment and treatment

Sherris

2011

Classroom Discourse

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This pilot study draws on three short spontaneous conversation episodes between an English teacher in a Hebrew-English bilingual kindergarten in the United States and a young (five years eight months) native speaker of Hebrew during a task-based literacy event. It is argued that tasks that trigger spontaneous conversations between teachers and young second-language learners are potentially rich sites for language teaching and learning; teachers cognisant of this potential as they interact with their young interlocutors can use a variety of communicative strategies, which are illustrated in the data. Results of a finegrained discourse analysis show how communicative strategies might be reframed to demonstrate that they reflect and constitute spontaneous formative assessments and treatments. In this way, oral interaction in second-language development might be placed in the foreground of practice as it plays itself out in early childhood classrooms and might lead to more frequent, reflective, and intentional conversational moves by teachers in ways that have been shown to foster secondlanguage development.

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“…I wanted my course for teacher candidates to instill a desire to advocate for students, but I also wanted them to have information about assessment that would position them as competent professionals as they advocate. I also wanted them to see the advocacy opportunities in using their own assessments as evidence of student learning so that centralized high stakes tests would not be the only type of assessments on the school landscape (Whitehead, 2007).…”

Section: Measurement As a Tool Of Advocacymentioning

confidence: 99%

Examining My Assessment Literacy Instruction Practices with Teacher Candidates

Rice¹

2011

Brock Education Journal

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In this self-study, the author examines her teacher education practices in preparing teacher candidates to assess the literacy of English learners (ELs). According to Lee (2007), disciplinary literary is essential to supporting students in becoming active in democratic pursuits. Conceptualizing literacy in this broader way for teacher candidates and then promoting the exclusive use of tools like fluency exercises and comprehension inventories for their classroom practice seems like a mixed message. The author identified three concepts from the course materials that she determined were important for teacher candidates to consider in assessing literacy development in ELs. These were (a) notions of ELs preexisting literacy in their native languages, in particularly in content area subject matter for curriculum-making, (b) fundamental understandings about second language acquisition, and (c) knowledge of measurement practices as an avenue for advocacy. These three ideas framed the literature reviewed for this study and positioned the author to use narrative accounts of her teaching as data which yielded findings.

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Literacy Assessment Practices: Moving from Standardised to Ecologically Valid Assessments in Secondary Schools

Cited by 15 publications

References 13 publications

Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Teddy the T‐Rex, interaction and spontaneous formative second language assessment and treatment

Examining My Assessment Literacy Instruction Practices with Teacher Candidates

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