NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089243
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1554-480X
Assessment, Aim and Actuality: Insights from Teachers in England about the Validity of a New Language Assessment Model
Johnson, Martin; Mehta, Sanjana; Rushton, Nicky
Pedagogies: An International Journal, v10 n2 p128-148 2015
A new "controlled assessment" model was introduced in England, Wales and Northern Ireland in 2009. This paper describes a research project that explores teachers' experiences of this new assessment model in General Certificate of Secondary Education (GCSE) level modern foreign language (MFL) speaking assessment. Focusing on teachers' school-based assessment roles, task design practices, marking and grading perceptions, and support and feedback needs, the paper frames discussion around the validity of the assessment process. Using a socio-cognitive framework, which breaks validity into contextual, cognitive and scoring components, the paper analyses teachers' experience to gain insight into the areas of assessment knowledge that misalign with the awarding organization developing the assessment. The use of the socio-cognitive framework also presents an opportunity to identify where potential threats to validity exist within the assessment system, and the study considers the interactions that should take place between teachers and assessment developers to mitigate misaligned intentions and enacted practices in assessment model design.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Wales)
Grant or Contract Numbers: N/A