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Bridging assessment and learning:a view from second and foreign language assessment

Alderson, J. Charles and Brunfaut, Tineke and Harding, Luke (2017) Bridging assessment and learning:a view from second and foreign language assessment. Assessment in Education: Principles, Policy and Practice, 24 (3). pp. 379-387. ISSN 0969-594X

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    Abstract

    This paper considers issues around the relationship between assessment and learning, as put forward by Baird, Andrich, Hopfenbeck and Stobart (2017), from the perspective of the field of second and foreign language assessment. In our response, we describe shared observations on the nature of research and practice in general educational assessment and in language assessment (including with respect to linking assessment with theories of learning, managing impact, and enhancing assessment literacy). At the same time, we also identify areas where language assessment seems to diverge from current research and practice in general educational assessment (for example in the areas of assessment purposes, construct definitions, and validation theory and practice). As a consequence, we believe that close monitoring of advances in both fields is likely to be mutually beneficial.

    Item Type: Article
    Journal or Publication Title: Assessment in Education: Principles, Policy and Practice
    Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education on 26/07/2017, available online: http://www.tandfonline.com/10.1080/0969594X.2017.1331201
    Uncontrolled Keywords: language testing ; second and foreign language assessment ; validity ; constructs ; language assessment literacy ; consequences
    Subjects:
    Departments: Faculty of Arts & Social Sciences > Linguistics & English Language
    ID Code: 86417
    Deposited By: ep_importer_pure
    Deposited On: 16 Jun 2017 09:50
    Refereed?: Yes
    Published?: Published
    Last Modified: 23 Nov 2017 00:19
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/86417

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