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Classroom-Based Assessment in the School Foreign Language Classroom

by Kathryn M. Hill (Author)
©2012 Monographs 234 Pages
Series: Language Testing and Evaluation, Volume 27

Summary

Black and Wiliam’s (1998) influential article Inside the Black Box prompted an increasing interest in assessment processes within the classroom. However, to date most of this research has been done in general and science education. This book reports on a detailed ethnographic study of Indonesian as a Foreign Language classrooms at two consecutive levels of schooling in Australia. Using the broadest possible definition of classroom-based assessment (CBA) and a grounded approach to analysis, data were used to develop a comprehensive framework for analysing CBA. This framework was then used to describe and compare assessment practices in the respective classrooms. The results demonstrate, inter alia, that how assessment was conducted was as important as what was assessed in these classrooms.

Details

Pages
234
Publication Year
2012
ISBN (PDF)
9783653019841
ISBN (Hardcover)
9783631638118
DOI
10.3726/978-3-653-01984-1
Language
English
Publication date
2012 (September)
Keywords
Transition Indonesian formative Assessment Australia levels of schooling
Published
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2012. 234 pp., 31 fig., 44 tables

Biographical notes

Kathryn M. Hill (Author)

Kathryn Hill is a lecturer in the Medical Education Unit at the University of Melbourne. Prior to this appointment she spent 15 years as Research Fellow at the Language Testing Research Centre (LTRC) at the University of Melbourne. She has worked on a diverse range of assessment and evaluation projects, most recently in healthcare communication.

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Title: Classroom-Based Assessment in the School Foreign Language Classroom