NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ876370
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1543-4303
Educational Reform and ESL Assessment in Australia: New Roles and New Tensions
McKay, Penny; Brindley, Geoff
Language Assessment Quarterly, v4 n1 p69-84 2007
In the past, English as Second Language (ESL) teachers in Australia have been given a strong professional role in classroom assessment. This role still exists but has changed in ways that are causing some tensions for teachers in their day-to-day practice. In schools, educational reform has been accompanied by mother-tongue/English-learner-based standards and external literacy tests, against which ESL learners' progress is formally measured for accountability purposes. In the adult English-language teaching sector, reform has brought assessment requirements that regulate progress through courses and inform administrators of achievement of learning outcomes. This article reviews research into the changing role of classroom assessment in the context of recent reforms and identify outstanding issues and problems, with a particular focus on the tensions between policy and practice. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia