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ERIC Number: EJ883849
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1543-4303
Understanding Classroom Language Assessment through Teacher Thinking Research
Yin, Muchun
Language Assessment Quarterly, v7 n2 p175-194 2010
While research into classroom language assessment has expanded in recent years, the nature of thought processes used by teachers when conducting such assessment has received less attention. This article reports on research that explored these cognitions through case studies of two instructors teaching an EAP (English for Academic Purposes) course in a UK university language center; data collection involved classroom observations, interviews, and stimulated recalls. This paper describes the numerous types of cognitions that the study found teachers drew upon when assessing students. Based upon these findings, the paper also suggests ways for improving classroom assessment, highlights the influence of managerialism, and considers the social construction of student language ability in the classroom. (Contains 6 footnotes and 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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom