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ERIC Number: EJ1074705
Record Type: Journal
Publication Date: 2015-Aug
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1072-4303
Integrating Instruction, Curricula, and Assessments in the L2 Classroom
Hill, Kent
TESL-EJ, v19 n2 Aug 2015
Simultaneous with a call for standardized assessments to assess developing rather than preexisting or surface knowledge (Sawyer, 2006) has been a growth in awareness of the unavoidable interactive nature of any form of assessment and this awareness has created a social turn towards approaches to language assessment (McNamara & Roever, 2006). Following on previous research investigating the link between instruction and dynamic and curriculum-­based assessment (Lidz, 1991), this study attempts to go a step further and examines integrating instruction, the curriculum, and dynamic and standardized criterion-­referenced pre/post-assessments. Results show that through integration learners performed significantly better on both forms of assessment. Learners also expressed positive washback and a higher task-intrinsic motivation to participate in more integrated forms of assessment. These preliminary results suggest that dynamic and standardized forms of assessments may be commensurable, and integrating them might also be effective in unlocking some of the discretely organized knowledge found in standardized assessment, which provides support for further direction to the social turn in assessment.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A