Teacher Involvement in High-Stakes Language Testing

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Xerri, Daniel (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Vella Briffa, Patricia (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2018.
• Έκδοση: 1st ed. 2018.
• Θέματα: Assessment.; Language and education.; Teaching.; Assessment, Testing and Evaluation.; Language Education.; Teaching and Teacher Education.

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...

Πίνακας περιεχομένων:

• 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 Teachers' Perspectives
• 17. An Experienced EFL Teacher's Perception of High-stakes English Language Tests and Beliefs about Language Teaching: A Case Study
• 18. Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers' Teaching Practices
• 19. Conclusion. .