Full Product Details
Author: Sahbi Hidri (Higher Colleges of Technology, UAE)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.480kg
ISBN: 9780367505400
ISBN 10: 0367505401
Pages: 274
Publication Date: 01 February 2022
Audience:
College/higher education
,
Professional and scholarly
,
Postgraduate, Research & Scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.
Reviews
This volume addresses an important and perennial problem in all of education-how teachers and students perceive, respond to, and make use (or not) of assessment. Assessment literacy is universal in that all systems and levels implement assessment to evaluate instruction, learning, or curriculum and, just as frequently, to inform improved teaching and learning; so language education, not just 2nd language, researchers will find the book useful. Language assessment literacy is more complex in that language is not just an end but a tool by which all teaching and learning takes place. Being adept at using assessments to improve instruction and learning of languages is seemingly a neglected aspect of assessment in the world of language teaching, which apparently treats the summative test or exam as the norm for assessment. The chapters in this volume help move language assessment more into multi-faceted data collection about competencies for the sake of improving the quality of learning and teaching. It's nice to see language assessment research catching up with the world of classroom assessment theory and practice. The volume provides access to research and thinking about the topic from some relatively under-represented perspectives, including Turkey, Tunisia, Oman, Ukraine, UAE, Saudi Arabia, Japan; as well as Europe and the UK. Prof. Gavin T L Brown, Associate Dean Postgraduate Research (ADPG),Director Quantitative Data Analysis and Research Unit, Faculty of Education & Social Work, The University of Auckland. Language assessment literacy (LAL) is a critical topic in the field of language testing and assessment; see, for example, the recently established (April of 2019) Language Assessment Literacy Special Interest Group (LALSIG) within the International Language Testing Association. Perspectives on Language Assessment Literacy comprises chapters by authors from traditionally less represented regions of the world areas and thus represents an important contribution to the field. The volume also helps advance the scholarship of LAL. Authors pay special attention to how language assessment theory and practice can better synergize with teaching to improve students' language learning and to better document students' learning outcomes. Micheline Chalhoub-Deville, Ph.D., Professor, Educational Research Methodology, University of North Carolina at Greensboro
"""This volume addresses an important and perennial problem in all of education—how teachers and students perceive, respond to, and make use (or not) of assessment. Assessment literacy is universal in that all systems and levels implement assessment to evaluate instruction, learning, or curriculum and, just as frequently, to inform improved teaching and learning; so language education, not just 2nd language, researchers will find the book useful. Language assessment literacy is more complex in that language is not just an end but a tool by which all teaching and learning takes place. Being adept at using assessments to improve instruction and learning of languages is seemingly a neglected aspect of assessment in the world of language teaching, which apparently treats the summative test or exam as the norm for assessment. The chapters in this volume help move language assessment more into multi-faceted data collection about competencies for the sake of improving the quality of learning and teaching. It’s nice to see language assessment research catching up with the world of classroom assessment theory and practice. The volume provides access to research and thinking about the topic from some relatively under-represented perspectives, including Turkey, Tunisia, Oman, Ukraine, UAE, Saudi Arabia, Japan; as well as Europe and the UK."" Prof. Gavin T L Brown, Associate Dean Postgraduate Research (ADPG),Director Quantitative Data Analysis and Research Unit, Faculty of Education & Social Work, The University of Auckland. Language assessment literacy (LAL) is a critical topic in the field of language testing and assessment; see, for example, the recently established (April of 2019) Language Assessment Literacy Special Interest Group (LALSIG) within the International Language Testing Association. Perspectives on Language Assessment Literacy comprises chapters by authors from traditionally less represented regions of the world areas and thus represents an important contribution to the field. The volume also helps advance the scholarship of LAL. Authors pay special attention to how language assessment theory and practice can better synergize with teaching to improve students’ language learning and to better document students’ learning outcomes. Micheline Chalhoub-Deville, Ph.D., Professor, Educational Research Methodology, University of North Carolina at Greensboro"
Author Information
Sahbi Hidri is Assistant Professor at the Department of Education, Abu Dhabi Women’s Campus, HCT, UAE. His interests include curriculum design, assessment, psychometrics, standard-setting, test mapping and benchmarking, test theory, test specifications, computerized dynamic assessment, and language assessment literacy.
