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Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
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In: Scholarship and Professional Work – Education (2014)
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Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing
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The Interactional Dimension of LOA: Within and Beyond the Classroom
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Learning-Oriented Assessment: The Proficiency Dimension
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Abstract:
The proficiency dimension of the learning-oriented assessment (LOA) framework addresses the specific linguistic and content knowledge, skills, and abilities (KSAs) possessed by L2 learners -it is the substance, or the “what” of teaching and learning. It raises questions such as: What do learners know? What are they expected to know? What do they actually know (Turner & Purpura, 2015). Proficiency is often conceptualized through theoretical models of L2 ability, such as Lado’s (1961) “Skills-and-Elements” model, Bachman and Palmer’s (1996) model of communicative language ability, and Purpura’s (2004) conceptualization of L2 Proficiency. These proficiency models attempt to identify how KSAs are situated in the minds of learners. In addition to these models, the proficiency dimension also examines the dynamic role of learner proficiency by asking how KSAs change and may be tracked over time.
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Keyword:
Education; English language--Study and teaching--Foreign speakers; Language and languages--Study and teaching--Methodology; Second language acquisition--Ability testing; Student-centered learning
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URL: https://doi.org/10.7916/D8QR4WR8
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Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
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An Interview with APPLE Lecture Speaker Professor Alister Cumming
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Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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Exploring Language Assessment and Testing: Language in Action
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The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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