Language assessment literacy for learning-oriented language assessment

5.00
Hdl Handle:
http://hdl.handle.net/10547/622445
Title:
Language assessment literacy for learning-oriented language assessment
Authors:
Hamp-Lyons, Liz ( 0000-0002-8684-548X )
Abstract:
 A small-scale and exploratory study explored a set of authentic speaking test video samples from the Cambridge: First (First Certificate of English) speaking test, in order to learn whether, and where, opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. By paying particular attention to some basic components of effective interaction that we would want an examiner or interlocutor to exhibit if they seek to encourage interactive responses from test candidates. Looking closely at body language (in particular eye contact; intonation, pacing and pausing), management of turn-taking, and elicitation of candidate-candidate interaction we saw ways in which a shift in focus to view tests as learning opportunities is possible: we call this new focus learning-oriented language assessment (LOLA).
Citation:
Hamp-Lyons L (2017) 'Language assessment literacy for learning-oriented language assessment', Papers in Language Testing and Assessment, 6 (1), pp.88-111.
Publisher:
Australian Association of Applied Linguistics
Journal:
Papers in Language Testing and Assessment
Issue Date:
16-Dec-2017
URI:
http://hdl.handle.net/10547/622445
Additional Links:
http://www.altaanz.org/uploads/5/9/0/8/5908292/7.si5hamplyons_final_formatted_proofed.pdf
Type:
Article
Language:
en
ISSN:
2201-0009
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorHamp-Lyons, Lizen
dc.date.accessioned2017-12-18T10:22:31Z-
dc.date.available2017-12-18T10:22:31Z-
dc.date.issued2017-12-16-
dc.identifier.citationHamp-Lyons L (2017) 'Language assessment literacy for learning-oriented language assessment', Papers in Language Testing and Assessment, 6 (1), pp.88-111.en
dc.identifier.issn2201-0009-
dc.identifier.urihttp://hdl.handle.net/10547/622445-
dc.description.abstract A small-scale and exploratory study explored a set of authentic speaking test video samples from the Cambridge: First (First Certificate of English) speaking test, in order to learn whether, and where, opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. By paying particular attention to some basic components of effective interaction that we would want an examiner or interlocutor to exhibit if they seek to encourage interactive responses from test candidates. Looking closely at body language (in particular eye contact; intonation, pacing and pausing), management of turn-taking, and elicitation of candidate-candidate interaction we saw ways in which a shift in focus to view tests as learning opportunities is possible: we call this new focus learning-oriented language assessment (LOLA).en
dc.language.isoenen
dc.publisherAustralian Association of Applied Linguisticsen
dc.relation.urlhttp://www.altaanz.org/uploads/5/9/0/8/5908292/7.si5hamplyons_final_formatted_proofed.pdfen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectlanguage assessmenten
dc.subjectlearningen
dc.subjecteducationen
dc.subjectlanguage testingen
dc.subjectQ330 English as a second languageen
dc.titleLanguage assessment literacy for learning-oriented language assessmenten
dc.typeArticleen
dc.identifier.journalPapers in Language Testing and Assessmenten
dc.date.updated2017-12-18T10:13:42Z-
dc.description.noteNo info in Sherpa/Romeo or on journal site. Emailed plta.editor@gmail.com to check whether we can make full text available.-
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