Looking backward and forward at classroom-based language assessment

Stoynoff, Stephen

doi:10.1093/elt/ccs041

Cited by 33 publications

(34 citation statements)

References 8 publications

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“…Teachers seem to have different views and knowledge about quality assessment and how quality assessment can be fostered or achieved within the College. Stoynoff (2012) claims that teachers' assessment knowledge, abilities, and beliefs affect their assessment practices and this paper attempts to explore their beliefs about quality assessment which might have implications for their current and future practices. Moreover, there is a paucity of data about quality assessment within the region in general and Oman in particular.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The DELL faces a number of challenges with regard to quality assessment procedures and implementation. Stoynoff (2012) asserts that the ''most vexing issues in classroom-based assessment has to do with the quality of assessment procedures" (p. 530) These challenges can be summarized as a number of lack or deficiencies of efficient training about quality assessment, on the part of teaches, of an exam review committee, of comprehensive moderation, of tight exam policies and procedures, of item banking, of attention to validity and reliability issues, and of clear assessment standards for the ELT programme. Overcoming such challenges involves two main obstacles.…”

Section: Strategies Towards Quality Assessmentmentioning

confidence: 99%

“…The DELL also faces difficulty in assuring a nexus between assessment and the learning and teaching process: that is, a means of meeting all the above mentioned points and the assessment standards set by the OAAA. Stoynoff (2012) recommends that teachers need to attain and sustain sufficient expertise in assessment to fulfill their professional responsibilities and they need to investigate their classroom-based assessment practices and share their findings. Therefore, this study may help in fostering and sustaining quality assessment practices and finding further ways to improve them.…”

Section: Strategies Towards Quality Assessmentmentioning

confidence: 99%

“…Alternative assessment is considered as one of the recent approaches to language testing which is supported by a sociocultural view of learning. The most common and frequently used procedures for alternative assessment are portfolios, projects, journals, conferences, observations, interviews and simulations (Stoynoff, 2012). It is believed that this type of assessment uses a variety of assessment procedures, and it is considered a means of sharing responsibility for evaluating task performance and having learners engage in both self-evaluation and peer evaluation of performance.…”

Section: Alternative Assessmentmentioning

confidence: 99%

“…However, formative assessment deals with how the quality of student responses can be used to improve students' competence (Sadler, 1989). On the other hand, dynamic assessment (DA) is a type of assessment which is a theory-based framework that integrates assessment and instruction by combining the two in a single activity that both diagnoses and develops the learner's ability by providing a key form of support whereby the learner is made aware of his problems and assisted in overcoming these learning problems (Stoynoff, 2012). DA is based on the idea of Vygotsky's Zone of Proximal Development (ZPD) and the belief which supports the importance of the cognitive functions and social interaction in learning.…”

Section: Using Summative Formative Dynamic and Authentic Assessmentsmentioning

confidence: 99%

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Towards Quality Assessment in an EFL Programme

Ali¹,

Ajmi²

2013

ELT

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Assessment is central in education and the teaching-learning process. This study attempts to explore the perspectives and views about quality assessment among teachers of English as a Foreign Language (EFL), and to find ways of promoting quality assessment. Quantitative methodology was used to collect data. To answer the study questions, a questionnaire was distributed to 37 EFL teachers at a public college in Oman. The findings show that the majority of teachers are not satisfied with the current assessment practices and they believe that much effort is needed to promote quality assessment. Furthermore, the vast majority of teachers assume that using alternative assessment tools such as moderation, building an item bank, having tight exam policies and procedures, providing clear exam instructions, training teachers on quality assessment, and aligning assessment with teaching would help in fostering quality assessment. Based on teachers' views and findings from the literature, the study proposes a multidimensional model for quality assessment which may help in achieving and promoting quality assessment.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Strategies Towards Quality Assessmentmentioning

confidence: 99%

Section: Strategies Towards Quality Assessmentmentioning

confidence: 99%

Section: Alternative Assessmentmentioning

confidence: 99%

Section: Using Summative Formative Dynamic and Authentic Assessmentsmentioning

confidence: 99%

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Towards Quality Assessment in an EFL Programme

Ali¹,

Ajmi²

2013

ELT

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Assessment Development Process

Lanteigne

2018

The TESOL Encyclopedia of English Language Teaching

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For language teachers, assessment means collection of information using various sources of information about student language knowledge and performance, which can include classroom language tests, as well as task‐based assessments, project‐based assessments, and other alternative assessments. The well documented process used in the development of large‐scale international language tests such as the International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) can provide insight for teachers developing classroom assessments. Even though classroom teachers do not need to carry out the extensive validation research of large‐scale language testing (nor do they typically have the resources to do so), they may be able to apply its insights to development of classroom assessment instruments, specifically, needs analysis, specifications, piloting, administration, and analysis of results obtained.

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Preservice teachers' experience and perceptions of adopting performance‐based assessment in literary texts

Cheung,

Lin (Angela)

2024

TESOL Journal

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Assessment for Learning (AfL), which refers to the use of formative assessment to assess students' learning progress (Lee, 2016), has recently become a major focus in the English language education reform in Asia-Pacific regions, and Hong Kong is no exception (Curriculum Development Council [CDC], 2017). However, attempts to bring AfL to fruition have yet to gain traction (Lee & Coniam, 2013), due to the high-stakes examinations in English as a foreign language (EFL) contexts which result in misalignment between the objectives, pedagogy, and assessment of the curriculum, especially when creative genres like literary texts are involved (Carless, 2011). In this vein, reforms aiming to promote process-oriented pedagogies need to step away from summative assessments that emphasize accurate understanding of the knowledge learnt. This has led to a call for alternative modes of assessment which harmonize with the pedagogies advocated in the reforms. Such contextualized assessment opportunities are viewed as more valid ways of assessing students' progress because assessment is embedded within teacher instruction and normal classroom activities. This form of assessment also allows the use of assessment data for enhancing students' learning, hence echoing the spirit of AfL. As such, recent years have witnessed the growing popularity of adopting performance-based assessment (PBA) in language lessons, which appears to be a plausible candidate to this end (Fulcher, 2012).Built on the premise of AfL, PBA is student-centered as it "involves the active engagement of students in setting goals for their learning and growth, monitoring their progress towards these goals, and determining how to address the gaps" (Andrade et al., 2012, p. 8) and nurtures students to become self-regulated, self-monitoring, and autonomous learners (Lee, 2016). Adopting feedback as an aid to encourage students' reflective responses, PBAThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Looking backward and forward at classroom-based language assessment

Cited by 33 publications

References 8 publications

Towards Quality Assessment in an EFL Programme

Towards Quality Assessment in an EFL Programme

Assessment Development Process

Preservice teachers' experience and perceptions of adopting performance‐based assessment in literary texts

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