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20 - How do I assess language learning?

from Part IV - Lesson and Unit Planning

Published online by Cambridge University Press:  21 December 2023

Lara Bryfonski  and
Alison Mackey
Lara Bryfonski
Affiliation:
Georgetown University, Washington DC
Alison Mackey
Affiliation:
Georgetown University, Washington DC
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Summary

Chapter 20 offers insight on the qualities of assessments that are best able to support learners’ linguistic progress. The four principles of assessment are presented to equip teachers with the knowledge they need to select, adjust, and design assessments for their unique learning contexts. Alternative assessments, like e-portfolios, are also discussed as ways in which teachers can improve learners’ attitudes toward the target language.

Keywords

formativesummativeproficiency-basedalternative
Type
Chapter
Information
The Art and Science of Language Teaching , pp. 297 - 317
Publisher: Cambridge University Press
Print publication year: 2023

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References

Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Teaching, 27(1), 5–31. https://doi.org/10.1177/0265532209346370.Google Scholar
Cox, T. L., Malone, M. E., & Winke, P. (2017). Future directions in assessment: Influences of standards and implications for language learning. Foreign Language Annals, 51, 104–115. https://doi.org/10.1111/flan.12326.CrossRefGoogle Scholar
Malone, M.E. & Montee, M. (2014). Stakeholders’ Beliefs About the TOEFL iBT Test as a Measure of Academic Language Ability. ETS Research Report Series. 10.1002/ets2.12039.Google Scholar
Norris, J. M. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230–244. https://doi.org/10.1017/S0267190516000027.Google Scholar

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