Putting LAL into practice: What happens in classrooms and why?

Susan Sheehan, Vivien Berry

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Based on the belief that the classroom is an under-represented venue for research into teachers’ language assessment literacy (LAL), this chapter presents a qualitative case study of six non-subject-specific English for Academic Purposes (EAP) teachers in a language institute associated with a British university. It includes:
• A description of the setting for the case study including participating teachers
• The development and trialling of a schedule for observation of assessment activities
• Data analysis of the frequency of different assessment activities
• Teachers’ explanations of their rationale for using these assessment activities
• A discussion of the usefulness of the observation schedule and suggestions for further use
Original languageEnglish
Title of host publicationLanguage Assessment Literacy and Competence
Subtitle of host publicationCase Studies from Around the World
EditorsBeverly Baker, Lynda Taylor
PublisherCambridge University Press
Chapter8
Pages85-95
Number of pages11
Volume2
ISBN (Print)9781009504768
Publication statusPublished - 2 May 2024

Publication series

NameStudies in Language Testing
PublisherCambridge University Press
Volume56

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