Toward a reconceptualization of second language classroom assessment. Praxis and researcher-teacher partnership.

Sonst. Personen	Poehner, Matthew E. (Hrsg.); Inbar-Lourie, Ofra (Hrsg.)
Titel	Toward a reconceptualization of second language classroom assessment. Praxis and researcher-teacher partnership.
Quelle	Cham: Springer (2020), viii, 259 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Educational Linguistics. 41
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-35080-2; 978-3-030-35081-9; 978-3-030-35082-6; 978-3-030-35083-3
DOI	10.1007/978-3-030-35081-9
Schlagwörter	Aktionsforschung; Empirische Untersuchung; Lehrer; Erfahrungslernen; Curriculum; Unterrichtsforschung; Englisch als Zweitsprache; Englischunterricht; Französischunterricht; Spanischunterricht; Forschungsbericht; Kooperation; Praxisbezug; Forscher; Australien; China; Hongkong; Kanada; Kolumbien; Luxemburg; Neuseeland; USA
Abstract	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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4