ERIC Number: EJ867882
Record Type: Journal
Publication Date: 2009-Sep
Reference Count: 27
What Needs to Be Developed to Facilitate Classroom-Based Assessment?
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n3 p515-519 Sep 2009
In this article, the author discusses issues that have seemed most fundamental--yet perplexing because they are not well or widely understood--for the students who usually take his masters-level course called Second-Language Assessment. These master's students are experienced teachers, mostly of English, but also of other languages such as French or Japanese, who come from Ontario and many other parts of the world to improve their professional qualifications and knowledge. They teach in schools, businesses, colleges, or universities in Canada, Asia, Europe, or the Middle East. What have they, while reflecting during assignments or class discussions, considered crucial to understand and develop about classroom-based assessment? In sum, a key developmental issue in classroom-based assessment is to help practicing language teachers appreciate and use the extensive, specialized information that has accumulated about assessment. Conversely, research also needs to document and understand more fully the knowledge and practices that constitute effective assessment in ordinary language teaching as well as to analyze how teachers acquire and improve such abilities. Curriculum standards do help to clarify the outcomes expected of students in language programs, but these standards are complex policies that require interpretation, professional development, and modeling for implementation. Nonetheless, teacher-student interactions are central to learning in classrooms, and these interactions inevitably involve much tacit as well as formal assessment, but uniquely so for every teacher-student relation, which in turn develops and changes over time.
Descriptors: Student Evaluation, Second Language Learning, Evaluation Methods, Foreign Countries, Graduate Students, Language Teachers, Second Language Instruction, English (Second Language), Professional Development, Outcomes of Education, Standards, Teacher Student Relationship
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: firstname.lastname@example.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada