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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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Abstract:
Learners, teachers and peers constantly interact in classroom settings. Indeed, within the framework of learning-oriented assessment (LOA), the interactional dimension plays a critical role in bridging learning gaps (Purpura & Turner, 2014). For this reason, this dimension resounded throughout the talks at the 2014 Roundtable in Second Language Studies on Learning-Oriented Assessment. Although certain speakers discussed it as a component of classroom-based assessment (CBA), others proved that interaction applies not only to unplanned, oral exchanges in the classroom, but also to elicitations not involving the traditional agents of LOA. Technology can facilitate continued exchange beyond the classroom, and it can even provide a substitute for human interaction. Furthermore, as large-scale testing companies shift their focus to LOA, they recognize the importance of creating authentic scenarios which emulate real interactions. This paper surveys the different modes of interaction discussed by the speakers as facilitated in the classroom but also in these other interactional contexts.
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Keyword:
Education; English language--Study and teaching--Foreign speakers; Interaction analysis in education; Second language acquisition--Ability testing; Student-centered learning
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URL: https://doi.org/10.7916/D86T0M7R
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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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16 |
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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