Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach

Autor/in	Tan, Kimberly
Titel	Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
Quelle	In: Studies in Applied Linguistics & TESOL, 21 (2022) 2, S.43-53 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Teaching Methods; Learning Processes; Test Use; Peer Relationship; Classroom Communication; Adult Students; Guidelines; Language Processing; Video Technology; Feedback (Response); Discourse Analysis; Language Proficiency; Teacher Student Relationship; Speech Communication; Social Cognition; Evaluation Methods; Student Evaluation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Testanwendung; Peer-Beziehungen; Klassengespräch; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Richtlinien; Sprachverarbeitung; Diskursanalyse; Language skill; Language skills; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Kognition; Schulnote; Studentische Bewertung
Abstract	In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a different purpose than largescale tests -- CBAs primarily aim to support the teaching and learning process. As such, to address the need for a different approach in the design and development of CBAs, Turner and Purpura (2016) proposed the Learning-Oriented Assessment (LOA) framework. Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung & Mohan, 2004; Hamp-Lyons & Tavares, 2011), or dynamic assessments (e.g., Lantolf & Poehner, 2011; Poehner & Compernolle, 2011) and peer-assessments (e.g., Aryadoust, 2015; Cheng & Warren, 2005) in particular. Few studies have focused on spontaneous assessments embedded in teacher instruction mediated through interaction using the LOA approach (e.g., Purpura et al., 2016). No study has used the LOA approach to examine spontaneous assessments mediated mainly through peer-to-peer interaction. This study then aims to address the gap, contributing to the strand of CBA research that links classroom discourse with spontaneous assessments. By analyzing a stretch of interaction between a group of adult ESL students through the lens of the LOA framework (Turner & Purpura, 2016; Purpura, 2020a), this study seeks to answer two questions: (1) What is the nature of spontaneous assessments mediated through peer-to-peer interaction? and (2) To what extent is there evidence that this kind of assessment contributes to L2 processing and learning? (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01