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

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