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Toward a Reconceptualization of Second Language Classroom Assessment

Praxis and Researcher-teacher Partnership

  • Book
  • © 2020

Overview

Editors:
  1. Matthew E. Poehner

    1. Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, University Park, USA

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  2. Ofra Inbar-Lourie

    1. The Jaime & Joan Constantiner, School of Education, Tel Aviv University, Tel Aviv, Israel

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    You can also search for this editor in PubMed   Google Scholar

  • Offers examples of research that emerges from partnerships with classroom language teachers
  • Documents innovative assessment practices with learners of a range of languages at different levels of proficiency and different ages and from many countries
  • Works to elaborate theoretical concepts and principles of classroom assessment based on actual collaboration with language teachers

Part of the book series: Educational Linguistics (EDUL, volume 41)

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About this book

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.


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Table of contents (12 chapters)

  1. Front Matter

    Pages i-viii
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  2. An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis

    • Matthew E. Poehner, Ofra Inbar-Lourie
    Pages 1-20

  4. Resisting Researcher-Teacher Hierarchies in Favor of Cooperative Partnerships

    1. Front Matter

      Pages 83-83
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    2. Learning-Oriented Assessment: More Than the Chalkface

      • Constant Leung
      Pages 85-106

    3. Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-Based Indigenous Language Classroom

      • Beverly Baker, Joyce Germain
      Pages 107-127

    4. Learning from Each Other: School-University Collaborative Action Research as Praxis

      • Cheri Chan, Chris Davison
      Pages 129-149

  5. Addressing Problems of Theory and Practice Through Researcher-Teacher Engagement

    1. Front Matter

      Pages 151-151
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    2. Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program

      • Kathryn Hill, Ana Maria Ducasse
      Pages 153-172

    3. Reconsidering Time and Process in L2 Dynamic Assessment

      • Matthew E. Poehner, Rémi A. van Compernolle
      Pages 173-195

    4. Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice

      • Kristin J. Davin, José David Herazo
      Pages 197-217

  6. Researcher-Teacher Action Challenging Assessment Culture

    1. Front Matter

      Pages 219-219
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    2. Addressing the Possibilities and Limitations of Implementing a New Classroom-Based Assessment of Oral Proficiency

      • Martin East
      Pages 221-240

    3. Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-Learning Practices

      • Ofra Inbar-Lourie, Tziona Levi
      Pages 241-259
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Editors and Affiliations

  • Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, University Park, USA

    Matthew E. Poehner

  • The Jaime & Joan Constantiner, School of Education, Tel Aviv University, Tel Aviv, Israel

    Ofra Inbar-Lourie

Bibliographic Information

  • Book Title: Toward a Reconceptualization of Second Language Classroom Assessment

  • Book Subtitle: Praxis and Researcher-teacher Partnership

  • Editors: Matthew E. Poehner, Ofra Inbar-Lourie

  • Series Title: Educational Linguistics

  • DOI: https://doi.org/10.1007/978-3-030-35081-9

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-35080-2Published: 04 February 2020

  • Softcover ISBN: 978-3-030-35083-3Published: 04 February 2021

  • eBook ISBN: 978-3-030-35081-9Published: 03 February 2020

  • Series ISSN: 1572-0292

  • Series E-ISSN: 2215-1656

  • Edition Number: 1

  • Number of Pages: VIII, 259

  • Number of Illustrations: 21 b/w illustrations

  • Topics: Language Teaching, Assessment, Testing and Evaluation, Language Education, Teaching and Teacher Education

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