This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.
The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills.
Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
Table of Contents
List of Contributors
Chapter 1: Learning-oriented Assessment: Main Issues and an Overview
Part I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment
Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning
Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework
Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms
Heidi Liu Banerjee
Chapter 5: Success in Language Learning: What Role Can Language Assessment Play?
Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges
Daniel M. K. Lam
Part II: Learning-Oriented Assessment in Instructional Settings
Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting
Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study
Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights From Key Stakeholders
Alla Khan and Norhaslinda Hassan
Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment
Beverly Baker, Sébastian Polikar, and Maryam Homayounzadeh
Chapter 11: Learning Oriented Assessment from a Teacher’s Perspective: Insights from Teachers’ Action Research
Angeliki Salamoura and Siân Morgan
Chapter 12: The Role of Technology in Learning-Oriented Assessment
Atta Gebril is an associate professor and MATESOL program director in the Department of Applied Linguistics, American University in Cairo (AUC). He is also the chair of the Institutional Review Board at AUC. He obtained his PhD from the University of Iowa in foreign language and ESL education. He teaches courses in second-language assessment and research methods in applied linguistics. His research interests include writing assessment, reading–writing connections, and learning-oriented assessment. He currently serves on the editorial boards of Assessing Writing and the TESOL Journal and as an associate editor for Language Assessment Quarterly.