Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/42906
Title: The Practice of Language Assessment
Authors: Fulcher, Glenn
First Published: 18-Nov-2016
Number of Pieces: 35
Publisher: Informa UK (Taylor and Francis/Routledge)
Citation: Fulcher, NG, The Practice of Language Assessment, ed. Hinkel, E, 'Handbook of Research in Second Language Teaching and Learning, Volume III', Informa UK (Taylor and Francis/Routledge), 2017
Abstract: [First paragraph] Language teachers and applied linguists are constantly engaged with language testing and assessment. Whether informal or formal, assessment procedures are designed to collect evidence for decision making. In low-stakes classroom contexts the evidence is used to provide formative feedback to learners (Rea-Dickins, 2006), scaffold learning (Lantolf, 2009), evaluate the quality and pace of learning, inform pedagogy, and feed into curriculum design (Shepard, 2000; Hill, 2012). In high-stakes contexts identifiable ‘test events’ produce scores that are used to make life changing decisions about the future of learners (Kunnan, 2013). In research, tests are used to generate data that are used to address questions regarding second language acquisition (Chapelle, 1994).
Series/Report no.: ESL & Applied Linguistics Professional Series;
ISBN: 978-1-13-885982-1
9781138859814
Links: https://www.routledge.com/Handbook-of-Research-in-Second-Language-Teaching-and-Learning-Volume-III/Hinkel/p/book/9781138859821
http://hdl.handle.net/2381/42906
Version: Post-print
Status: Peer-reviewed
Type: Chapter
Rights: Copyright © 2016, Informa UK (Taylor and Francis/Routledge). Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Appears in Collections:Books & Book Chapters, School of Education

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