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ERIC Number: ED545800
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 23
Abstractor: As Provided
Reference Count: 17
Second Language Assessment for Classroom Teachers
Tran, Thu H.
Online Submission, Paper presented at the MIDTESOL Conference (Ames, Iowa, Oct 19-20, 2012)
The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to design sound classroom assessment tools. The overarching aim of this paper is to discuss some fundamental issues in second language assessment to provide classroom practitioners with knowledge to improve their test development skills. The paper begins with the history, importance, and necessity of language assessment. It then reviews common terms used in second language assessment and identifies categories and types of assessments. Next, it examines major principles for second language assessment including validity, reliability, practicality, equivalency, authenticity, and washback. The paper also discusses an array of options in language assessment which can generally be classified into three groups: selected-response, constructed-response, and personal response. Finally, the paper argues for a balanced approach to second language assessment which should be utilized to yield more reliable language assessment results, and such an approach may reduce students' stress and anxiety. (This paper contains one table.)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A