Understanding Classroom Language Assessment Through Teacher Thinking Research

Yin, Muchun

doi:10.1080/15434300903447736

Cited by 28 publications

(24 citation statements)

References 23 publications

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“…When writing feedback, such teachers can draw upon their wealth of experience to explain correct answers in a concise manner, with appropriate examples. Of further importance is the fact that experienced language teachers have a kind of "stereotyped" knowledge regarding students of particular backgrounds (Yin, 2010). For example, when teaching a Chinese student, a teacher will know that Chinese learners of English often have trouble with certain long vowel sounds or tend to overuse proverbs in their writing.…”

Section: Practical Recommendations For Improving Diagnostic Test Consmentioning

confidence: 99%

Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students

Yin

Sims

Cothran

2012

Language Assessment Quarterly

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Feedback to the test taker is a defining characteristic of diagnostic language testing (Alderson, 2005). This article reports on a study that investigated how much and in what ways students at a Taiwan university perceived the feedback to be useful on an online multiple-choice diagnostic English grammar test, both in general and by students of higher and lower language proficiency. Stage 1 involved questionnaire data from 68 students who rated each item's feedback according to usefulness, and Stage 2 involved interviews with five students as they read the feedback after taking the test. The data from these two stages showed students' overall positive attitude toward the feedback and students' preferences for particular feedback characteristics. The study also found that although higher proficiency test takers found the feedback to be more useful than lower proficiency test-takers, views about the characteristics of good feedback were similar regardless of level. Recommendations for improving diagnostic language test construction and validation are discussed based upon the findings. BACKGROUNDDiagnostic language testing, which aims to identify test takers' linguistic strengths and weaknesses so as to guide their learning, has received increasing attention after long neglect, as researchers have sought ways to make language assessments more oriented towards learning

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Section: Practical Recommendations For Improving Diagnostic Test Consmentioning

confidence: 99%

Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students

Yin

Sims

Cothran

2012

Language Assessment Quarterly

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“…Nevertheless, a few research notes and descriptive papers do assert that teachers are mostly influenced by the test tasks and their own experience. In practice, those tasks that are not included in a test usually receive little if any attention in the classroom activity (Yin, 2010). Consequently, students lack preparation in such skills as speaking (which is not included on the exam), while their knowledge of language use can be higher than their actual communicative skills (Koeppen et al, 2008).…”

Section: Background: the Place Of The Pau Examination In English Lmentioning

confidence: 99%

Constraints in Teacher Training for Computer Assisted Language Testing Implementation

Laborda¹,

Litzler²

2011

IES

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Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine whether it would be possible to implement an online University Entrance Examination (P.A.U.) in Spain at the national level. The project was to address three main areas: the technology, the students and the teachers. In relation to the teachers, the focus of this paper, the project was to investigate whether there were any changes in their routines, teaching methodology and attitudes towards assessment using technology. This brief study focuses on one of the last tasks in the preparation stage for implementation of the computerized exam, and it is intended to predict and observe the teachers' reactions towards computer assisted language testing, the new test and the new test design. The findings shed light on the teachers' internal changes and their changes in attitude throughout the process.

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“…Most of the teachers are often busy with teaching and they have little time to dedicate to the construction and writing of exam items that would evaluate their students' true learning outcomes and provide future directions for them and their students (Wallach, 2006, p.62). Moreover, teachers hold different beliefs about assessment which are largely based on their beliefs about language learning (Yin, 2010). Therefore, teachers need to be trained in quality assessment and what constitutes quality assessment, such as moderation, item banking, how to write clear test instructions, how to use different types of assessment to evaluate their students' learning, how to link assessment into instruction, and how to establish and deal with validity and reliability issues.…”

Section: Teacher Trainingmentioning

confidence: 99%

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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Understanding Classroom Language Assessment Through Teacher Thinking Research

Cited by 28 publications

References 23 publications

Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students

Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students

Constraints in Teacher Training for Computer Assisted Language Testing Implementation

Towards Quality Assessment in an EFL Programme

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