Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-teacher Partnership (Educational Linguistics, 41)

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves. Toward a Reconceptualization of Second Language Classroom Assessment Contents Contributors Chapter 1: An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis Introduction Approaches to ‘Doing’ Science Post-positivism and L2 Classroom Assessment Interpretivism and L2 Classroom Assessment Praxis: Toward a Philosophy of Knowing Through Action About this Book References Part I: Realizing Praxis: Exemplars of Researcher-Teacher Partnerships Chapter 2: ‘Bringing the Teacher Back In’: Toward L2 Assessment Praxis in English as an Additional Language Education Introduction What Is Teacher Praxis? Developing Language Assessment Praxis The TEAL Toolkit as a Pedagogical Artefact Embodying L2 Assessment Praxis Conclusion References Chapter 3: Mediation in the Assessment of Language Learning Within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation Introduction Assessing Language Learning Within an Interlingual and Intercultural Orientation Learning-Oriented Assessment The Study and the Cycle of Assessment Study Design A Focal Case: Interlingual and Intercultural Assessment and Female Identity Extension Beyond the Focal Case: Group Facilitated Dialogue Conclusion References Chapter 4: Trajectories of Language Assessment Literacy in a Teacher-Researcher Partnership: Locating Elements of Praxis Through Narrative Inquiry Introduction Context – The Luxembourg Exam-Reform Project Praxis and Language Assessment Literacy Narrative Inquiry Data Analyses Beginnings Teacher-Researcher Collaboration Conflicts and Challenge Reflections References Part II: Resisting Researcher-Teacher Hierarchies in Favor of Cooperative Partnerships Chapter 5: Learning-Oriented Assessment: More Than the Chalkface Introduction Focus on Teaching-Learning Interface The Broader Context of Teaching, Learning and Assessing Individual Responses to Feedback Sadie – Happy Let-It-Pass Amy – Rejectionist Miguel – Selective and Critical Acceptance Louisa – Secretive Marks Connecting Post-Feedback Reactions to Programme Infrastructure Intellectual and Pedagogic Dispositions in Teacher Feedback Assessing Learning as Receiving and Retaining Information by Individual Students Assessing Learning as Individual Sense-Making Assessing Learning as Joint Activity with Others Concluding Remarks References Chapter 6: Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-Based Indigenous Language Classroom Introduction Our Project: Examining Assessment Practices Indoors and Outdoors Focus on Moments of Assessment The Collaborative Relationship in Research on Praxis: Anticipated Challenges Research Objective Method: Narrative Inquiry Procedures Analysis of Interviews Presentation and Discussion of Themes Inquiry-Based, Discovery-Based Learning and Integrated Assessment on the Land Assessing for Success The Use of Environmental and Cultural Artifacts Unplanned Play as a Way into Assessment Enactment of a Spiral Curriculum Discussion and Conclusions Summary of Findings Implications for Praxis: Reconceptualising Theoretical Understandings for Future Practice The Benefits of Narrative Methodology Returning to Anticipated Challenges References Chapter 7: Learning from Each Other: School-University Collaborative Action Research as Praxis Introduction Changing Conceptions of Assessment: The Case of Feedback The Hong Kong Collaborative Action Research Assessment Initiative The Study Developing New Assessment Constructs: The Case of Feedback How Were the New Assessment Practices Tested and Taken Up (Or Not) in Practice by the Teachers? How the Teachers Helped the Researchers Make Sense of Assessment for Learning Principles and Theories Conclusions Appendix A: Schools Involved in the Study References Part III: Addressing Problems of Theory and Practice Through Researcher-Teacher Engagement Chapter 8: Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program Introduction Approach Participants Data Teacher Think-Aloud ‘Marking’ Protocols Student ‘Response’ Protocols and Interviews Teacher ‘Reflection’ Protocols Discussions Documents Analysis Results and Discussion Conclusion Appendices Appendix 8.1: TAL Resource Appendix 8.2: Marking Criteria Appendix 8.3: Elaborated Marking Criteria References Chapter 9: Reconsidering Time and Process in L2 Dynamic Assessment Introduction Background: Toward a Dialectical DA Vygotsky’s Method L2 DA and Praxis The Study Methods Pretest and Retest Instruments Approach to Mediation Scoring of Pretests, Posttests, and Learning Potential Participants Findings General Findings Case 1: Nicole Case 2: Chris Discussion and Conclusion References Chapter 10: Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice Introduction Background Phase One of the Investigation Context and Participants Workshop Series Description Data Collection and Analysis Findings Change in Purpose of Assessment: Process Over Product Purpose of Instruction: Depth Over Breadth Change to Students Increased Autonomy Decreased Anxiety Lingering Challenges Class Size and Time Appropriate Forms of Mediation Discussion and Conclusion Theory Shapes Practice Practice Shapes Theory Conclusion References Part IV: Researcher-Teacher Action Challenging Assessment Culture Chapter 11: Addressing the Possibilities and Limitations of Implementing a New Classroom-Based Assessment of Oral Proficiency Introduction Background Assessing FL Students’ Oral Proficiency Introduction to the Case Findings The Teacher’s Perspective The Students’ Perspectives Discussion Conclusion References Chapter 12: Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-Learning Practices Introduction School Culture and Assessment Culture AL and LAL Mediation and Praxis Research Design Analysis of Findings Thematic Categories School Profiles Findings Common to All Schools Differences Among Schools The Technological Theme The Cultural Theme The Post-Modern Theme The Political Theme Discussion References