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ERIC Number: EJ976427
Record Type: Journal
Publication Date: 2012-Jul
Pages: 26
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0265-5322
Developing a Comprehensive, Empirically Based Research Framework for Classroom-Based Assessment
Hill, Kathryn; McNamara, Tim
Language Testing, v29 n3 p395-420 Jul 2012
This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more intuitive forms of teacher decision-making found in CBA (Torrance & Pryor, 1998). Finally, in contrast to previous studies the research motivating the development of the framework took place in a school-based foreign language setting. We anticipate that the framework will be of interest to both researchers and classroom practitioners. (Contains 8 tables, 6 figures and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia