NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1065367
Record Type: Journal
Publication Date: 2015-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0265-5322
Design in Four Diagnostic Language Assessments
Cumming, Alister
Language Testing, v32 n3 p407-416 Jul 2015
The studies documented in the four articles in this special issue uniquely exemplify principles of design-based research as follows: by taking innovative approaches to significant problems in the contexts of real educational practices; by addressing fundamental pedagogical and policy issues related to language, learning, and teaching; and, in the process, by refining their claims and assessment systems. I analyze and compare the four studies in view of Anderson and Shattuck's (2012) guiding principles of design-based research: real educational contexts, design and testing of a significant intervention, mixed research methods, multiple iterations, collaborative partnerships, and practical impact on educational practices. The four studies differ in numerous respects but are mutually informative about conducting systematic inquiry into diagnostic language assessments. The focus of their analyses on distinct aspects of language and communication relevant to particular educational programs and populations suggest that diagnostic language assessments tend more toward specific purposes assessment rather than general language proficiency testing.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A