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

Susan Sheehan; Vivien  Berry

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

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-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 language	English
Title of host publication	Language Assessment Literacy and Competence
Subtitle of host publication	Case Studies from Around the World
Editors	Beverly Baker, Lynda Taylor
Publisher	Cambridge University Press
Chapter	8
Pages	85-95
Number of pages	11
Volume	2
ISBN (Print)	9781009504768
Publication status	Published - 2 May 2024

Publication series

Name	Studies in Language Testing
Publisher	Cambridge University Press
Volume	56

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Putting LAL into practice: What happens in classrooms and why?",

abstract = "Based on the belief that the classroom is an under-represented venue for research into teachers{\textquoteright} 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{\textquoteright} explanations of their rationale for using these assessment activities• A discussion of the usefulness of the observation schedule and suggestions for further use",

keywords = "Language assessment literacy, classroom-based assessment, teacher assessment",

author = "Susan Sheehan and Vivien Berry",

year = "2024",

month = may,

day = "2",

language = "English",

isbn = "9781009504768",

volume = "2",

series = "Studies in Language Testing ",

publisher = "Cambridge University Press",

pages = "85--95",

editor = "Beverly Baker and Lynda Taylor",

booktitle = "Language Assessment Literacy and Competence",

address = "United Kingdom",

}

Putting LAL into practice: What happens in classrooms and why? / Sheehan, Susan; Berry, Vivien .
Language Assessment Literacy and Competence: Case Studies from Around the World. ed. / Beverly Baker; Lynda Taylor. Vol. 2 Cambridge University Press, 2024. p. 85-95 (Studies in Language Testing ; Vol. 56).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Putting LAL into practice

T2 - What happens in classrooms and why?

AU - Sheehan, Susan

AU - Berry, Vivien

PY - 2024/5/2

Y1 - 2024/5/2

N2 - 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

AB - 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

KW - Language assessment literacy

KW - classroom-based assessment

KW - teacher assessment

UR - https://www.cambridgeenglish.org/Images/717471-silt-volume-56.pdf

UR - https://www.cambridgeenglish.org/english-research-group/published-research/silt/

M3 - Chapter

SN - 9781009504768

VL - 2

T3 - Studies in Language Testing

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EP - 95

BT - Language Assessment Literacy and Competence

A2 - Baker, Beverly

A2 - Taylor, Lynda

PB - Cambridge University Press

ER -

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

Abstract

Publication series

UN SDGs

Other files and links

Fingerprint

Thinking about classroom-based assessment

What teachers think about when they think about assessment

What do teachers want to know about assessment?

Teacher cognition and assessment

Cite this

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

Abstract

Publication series

UN SDGs

Other files and links

Fingerprint

Activities

Thinking about classroom-based assessment

What teachers think about when they think about assessment

What do teachers want to know about assessment?

Teacher cognition and assessment

Cite this