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Assessing Foreign Language Students’ Spoken Proficiency

Stakeholder Perspectives on Assessment Innovation

Martin East (Autor)

Buch | Hardcover

227 Seiten

2016 | 1st ed. 2016
Springer Verlag, Singapore
978-981-10-0301-1 (ISBN)

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This book presents an in‐depth study of assessment innovation and its impact on teaching and learning. The context is New Zealand, and the focus is additional languages other than English and the recent introduction of a radical new assessment of students’ spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performance, and presents an alternative approach where stakeholders become the centre of interest. It advances our understanding of how assessment innovation impacts on two key groups - teachers and students in schools - based on data collected from a substantial two‐year research project. It presents an account of these stakeholders’ perceptions of the validity and usefulness of the new assessment in comparison with the more traditional test that it has replaced.Assessing Foreign Language Students' Spoken Proficiency makes an outstanding and original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment. It is an important resource for teachers and teacher educators as well as assessment and curriculum specialists worldwide. It deserves to be widely read.

Martin East is currently Associate Dean (Research) and a language teacher educator in the Faculty of Education and Social Work at the University of Auckland. His principal research interests are in ways of enhancing the effectiveness of language teaching, learning and assessment, and he publishes widely in these areas.

Preface.- Acknowledgments.- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter.- Chapter 2:Assessing spoken proficiency: What are the issues? .- Chapter 3:Introducing a new assessment of spoken proficiency: Interact.- Chapter 4: Investigating stakeholder perspectives on Interact.- Chapter 5: The advantages and disadvantages of Interact.- Chapter 6:The disadvantages of Interact and suggested improvements.- Chapter 7: Interact and higher proficiency students: Addressing the challenges.- Chapter 8: Interact and higher proficiency students: Concluding perspectives.- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations.

Erscheinungsdatum	08.10.2016
Reihe/Serie	Educational Linguistics ; 26
Zusatzinfo	14 Illustrations, black and white; XIX, 227 p. 14 illus.
Verlagsort	Singapore
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
Schlagworte	Assessing speaking • Assessing spoken proficiency • assessment for learning • Assessment innovation • assessment reform • communicative language teaching • Curriculum reform • Educational Reform • formative and summative assessment • High-stakes assessment • High-stakes tests • Language assessment • Language testing • Spoken proficiency • Standards-based assessment • Static and dynamic assessment • Task-based language assessment • task-based language teaching • Test usefulness • washback
ISBN-10	981-10-0301-7 / 9811003017
ISBN-13	978-981-10-0301-1 / 9789811003011
Zustand	Neuware