國立虎尾科技大學 |

Toward a Reconceptualization of Second Language Classroom Assessment = Praxis and Researcher-teacher Partnership /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward a Reconceptualization of Second Language Classroom Assessment/ edited by Matthew E. Poehner, Ofra Inbar-Lourie.
Reminder of title:	Praxis and Researcher-teacher Partnership /
other author:	Poehner, Matthew E.
Description:	VIII, 259 p. 21 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Language and languages—Study and teaching. -
Online resource:	https://doi.org/10.1007/978-3-030-35081-9
ISBN:	9783030350819

Toward a Reconceptualization of Second Language Classroom Assessment = Praxis and Researcher-teacher Partnership /
Toward a Reconceptualization of Second Language Classroom AssessmentPraxis and Researcher-teacher Partnership /[electronic resource] :edited by Matthew E. Poehner, Ofra Inbar-Lourie. - 1st ed. 2020. - VIII, 259 p. 21 illus.online resource. - Educational Linguistics,411572-0292 ;. - Educational Linguistics,22.

An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis; Matthew E. Poehner and Ofra Inbar-Lourie -- PART I: REALIZING PRAXIS: EXEMPLARS OF RESEARCHER-TEACHER PARTNERSHIPS -- ‘Bringing the Teacher back in’: Toward L2 Assessment Praxis in English as an Additional Language Education; Michael Michell and Chris Davison -- Mediation in the Assessment of Language Learning within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation; Angela Scarino -- Trajectories of Language Assessment Literacy in a Teacher-researcher Partnership: Locating Elements of Praxis through Narrative Inquiry; Luke Harding and Tineke Brunfaut -- PART II: RESISTING RESEARCHER-TEACHER HIERARCHIES IN FAVOR OF COOPERATIVE PARTNERSHIPS -- Learning-Oriented Assessment: More than The Chalkface; Constant Leung -- Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-based Indigenous Language Classroom; Beverly Baker and Joyce Germain -- Learning from Each Other: School-University Collaborative Action Research as Praxis; Cheri Chan and Chris Davison -- PART III: ADDRESSING PROBLEMS OF THEORY AND PRACTICE THROUGH RESEARCHER-TEACHER ENGAGEMENT -- Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program; Kathryn Hill and Ana Maria Ducasse -- Reconsidering time and process in L2 Dynamic Assessment; Matthew E. Poehner and Rémi A. van Compernolle -- Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice; Kristin J. Davin and José David Herazo -- PART IV: RESEARCHER-TEACHER ACTION CHALLENGING ASSESSMENT CULTURE -- Addressing the Possibilities and Limitations of Implementing a new Classroom-based Assessment of oral Proficiency; Martin East -- Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-learning Practices; Ofra Inbar-Lourie and Tziona Levi. .

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.

ISBN: 9783030350819

Standard No.: 10.1007/978-3-030-35081-9doiSubjects--Topical Terms:

1254127
Language and languages—Study and teaching.

LC Class. No.: P51-P59.4

Dewey Class. No.: 407.1

Toward a Reconceptualization of Second Language Classroom Assessment = Praxis and Researcher-teacher Partnership /
LDR:04511nam a22004095i 4500 001 1020633
003 DE-He213
005 20200703164507.0
007 cr nn 008mamaa
008 210318s2020 gw | s |||| 0|eng d
020 $a 9783030350819 $9 978-3-030-35081-9
024 7 $a 10.1007/978-3-030-35081-9 $2 doi
035 $a 978-3-030-35081-9
050 4 $a P51-P59.4
072 7 $a CJ $2 bicssc
072 7 $a EDU029080 $2 bisacsh
072 7 $a CJ $2 thema
082 0 4 $a 407.1 $2 23
245 1 0 $a Toward a Reconceptualization of Second Language Classroom Assessment $h [electronic resource] : $b Praxis and Researcher-teacher Partnership / $c edited by Matthew E. Poehner, Ofra Inbar-Lourie.
250 $a 1st ed. 2020.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2020.
300 $a VIII, 259 p. 21 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Educational Linguistics, $x 1572-0292 ; $v 41
505 0 $a An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis; Matthew E. Poehner and Ofra Inbar-Lourie -- PART I: REALIZING PRAXIS: EXEMPLARS OF RESEARCHER-TEACHER PARTNERSHIPS -- ‘Bringing the Teacher back in’: Toward L2 Assessment Praxis in English as an Additional Language Education; Michael Michell and Chris Davison -- Mediation in the Assessment of Language Learning within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation; Angela Scarino -- Trajectories of Language Assessment Literacy in a Teacher-researcher Partnership: Locating Elements of Praxis through Narrative Inquiry; Luke Harding and Tineke Brunfaut -- PART II: RESISTING RESEARCHER-TEACHER HIERARCHIES IN FAVOR OF COOPERATIVE PARTNERSHIPS -- Learning-Oriented Assessment: More than The Chalkface; Constant Leung -- Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-based Indigenous Language Classroom; Beverly Baker and Joyce Germain -- Learning from Each Other: School-University Collaborative Action Research as Praxis; Cheri Chan and Chris Davison -- PART III: ADDRESSING PROBLEMS OF THEORY AND PRACTICE THROUGH RESEARCHER-TEACHER ENGAGEMENT -- Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program; Kathryn Hill and Ana Maria Ducasse -- Reconsidering time and process in L2 Dynamic Assessment; Matthew E. Poehner and Rémi A. van Compernolle -- Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice; Kristin J. Davin and José David Herazo -- PART IV: RESEARCHER-TEACHER ACTION CHALLENGING ASSESSMENT CULTURE -- Addressing the Possibilities and Limitations of Implementing a new Classroom-based Assessment of oral Proficiency; Martin East -- Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-learning Practices; Ofra Inbar-Lourie and Tziona Levi. .
520 $a This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
650 0 $a Language and languages—Study and teaching. $3 1254127
650 0 $a Assessment. $3 1017002
650 0 $a Language and education. $3 555467
650 0 $a Teaching. $3 555255
650 1 4 $a Language Teaching. $3 1104881
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
650 2 4 $a Language Education. $3 668404
650 2 4 $a Teaching and Teacher Education. $3 783596
700 1 $a Poehner, Matthew E. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 679535
700 1 $a Inbar-Lourie, Ofra. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1316156
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030350802
776 0 8 $i Printed edition: $z 9783030350826
776 0 8 $i Printed edition: $z 9783030350833
830 0 $a Educational Linguistics, $x 1572-0292 ; $v 22 $3 1263408
856 4 0 $u https://doi.org/10.1007/978-3-030-35081-9
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)