rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teacher Involvement in High-Stakes Language Testing
  name:
    name part: Xerri, Daniel.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Vella Briffa, Patricia.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XV, 345 p. 52 illus. online resource.
  abstract: This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.
  table of contents: 1. Introduction -- PART 1: Benefits and Challenges of Teacher Involvement in High-stakes Language Testing -- 2. The Role of Classroom Teachers in Standard Setting and Benchmarking -- 3. A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon -- 4. Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-stakes Exams -- 5. Am I Just Stupid? Key Issues for Teachers Involved in High-stakes Testing with Children who have Dyslexia -- PART 2: Assessment Literacy for/through Teacher Involvement in High-stakes Language Testing -- 6. Are Teachers Given Sufficient Tools as Examiners in the New Foreign Language Speaking Component of the French Baccalauréat? -- 7. Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training -- 8. Teachers as Testers: The Case of EOI Teachers in Galicia, Spain -- 9. Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg -- 10. Fostering Language Assessment Literacy Through Teacher Involvement in High-stakes Test Development -- PART 3: Perceptions and Beliefs in Relation to Teacher Involvement in High-stakes Language Testing -- 11. Teacher-examiners' Explicit and Enacted Beliefs about Proficiency Indicators in National Oral Assessments -- 12. Expatriate High School English Teachers' Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges -- 13. English Language Teachers' Perceptions of Involvement in High-stakes Testing in Turkey -- 14. Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives -- 15. Teachers' Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests as Levers for Change -- 16. A Survey of English Language Testing Practices in China: Students' and…
  note: edited by Daniel Xerri, Patricia Vella Briffa.
  subject:
    topic: Assessment
  subject:
    topic: Language and education
  subject:
    topic: Teaching
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Language Education
  subject:
    topic: Teaching and Teacher Education
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  identifier: 9783319771779
  identifier: https://doi.org/10.1007/978-3-319-77177-9
  record info:
    record creation date: 180427
    record change date: 20191025042022.0
    record identifier: 978-3-319-77177-9