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New Trends in Pragmatics Assessment Research: An Introduction
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 1 (2019) (2019)
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| 2 |
A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work?
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 1 (2019) (2019)
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| 3 |
An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 1 (2019) (2019)
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Exploring the Possibilities of Scenario-based Assessment: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp i-ii (2017) (2017)
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| 5 |
Exploring the Possibilities of Scenario-based Assessment: An Introduction
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In: Studies in Applied Linguistics & TESOL, Vol 17, Iss 2 (2017) (2017)
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| 6 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 2 (2016) (2016)
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| 7 |
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
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In: Studies in Applied Linguistics & TESOL, Vol 16, Iss 1 (2016) (2016)
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| 8 |
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 38-45 (2016) (2016)
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| 9 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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| 10 |
Learning-Oriented Assessment: The Learning Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 47-49 (2015) (2015)
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| 11 |
Learning-Oriented Assessment: The Learning Dimension
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In: Studies in Applied Linguistics & TESOL, Vol 14, Iss 2 (2014) (2014)
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| 12 |
Learning-Oriented Assessment: The Learning Dimension
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In: http://journals.tc-library.org/index.php/tesol/article/download/1055/660/
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Abstract:
While learning-oriented assessment (LOA) situates learning as the ultimate goal of assessment, current assessment practices often fail to reflect the role of learning and its bidirectional interactions with assessment. During Teachers College Columbia University Roundtable in Second Language Studies (TCCRISLS) 2014, a number of remarks were made in order to address the importance of understanding the interrelationship of learning, teaching, and assessment. First of all, Purpura and Turner (2014) provided a framework for understanding LOA as an approach to classroom-based assessment, placing assessment as a pivotal component of learning in its various facets and embracing its evolving nature. Thus, it can be determined that language assessment, as conceived in this approach, is to be implemented with the goal of promoting learning while taking into consideration the various factors that have an influence on it. Purpura and Turner (2014) pointed out that learning, as a conjunct of processes, outcomes, and involved agents (including learners themselves), should be placed at the core of the curriculum and as the basis for instructional decision-making. In addition, assessment tasks should collect information that can be used to promote further learning through the identification
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URL: http://journals.tc-library.org/index.php/tesol/article/download/1055/660/
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.687.4330
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