Abstract
| Language | English |
|---|---|
| Title of host publication | Learning and Assessment: Making the Connections |
| Subtitle of host publication | Proceedings of the ALTE 6th International Conference, 3-5 May 2017 |
| Editors | Esther Guitierrez Eugenio |
| Place of Publication | Cambridge |
| Pages | 201-207 |
| Number of pages | 7 |
| Publication status | Published - Sep 2017 |
| Event | Association of Language Testers in Europe 6th International Conference: Learning and Assessment: Making the Connections - Bologna, Italy Duration: 3 May 2017 → 5 May 2017 Conference number: 6 http://events.cambridgeenglish.org/alte-2017/ (Link to Conference Details) |
Conference
| Conference | Association of Language Testers in Europe 6th International Conference |
|---|---|
| Abbreviated title | ALTE 2017 |
| Country | Italy |
| City | Bologna |
| Period | 3/05/17 → 5/05/17 |
| Internet address |
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Exploring Teachers' Language Assessment Literacy : A Social Constructivist Approach to Understanding Effective Practices. / Berry, Vivien ; Sheehan, Susan; Munro, Sonia.
Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017. ed. / Esther Guitierrez Eugenio. Cambridge, 2017. p. 201-207.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Exploring Teachers' Language Assessment Literacy
T2 - A Social Constructivist Approach to Understanding Effective Practices
AU - Berry, Vivien
AU - Sheehan, Susan
AU - Munro, Sonia
N1 - Accepted date taken from ePrints. Deposited within 3 months of publication date. SH 20/9/17. Not deposited within 3 months of acceptance. Deposited within 3 months of publication. No ISSN or ISBN. HN 11/10/2017
PY - 2017/9
Y1 - 2017/9
N2 - Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.
AB - Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.
UR - http://events.cambridgeenglish.org/alte-2017/
M3 - Conference contribution
SP - 201
EP - 207
BT - Learning and Assessment: Making the Connections
A2 - Guitierrez Eugenio, Esther
CY - Cambridge
ER -