Teacher judgment of student writing performance in second language learning
Date
2019
Authors
Scarino, A.
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Roever, C.
Wigglesworth, G.
Wigglesworth, G.
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Book chapter
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Source details - Title: Social perspectives on language testing: papers in honour of Tim McNamara, 2019 / Roever, C., Wigglesworth, G. (ed./s), Ch.10, pp.143-155
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Abstract
Over the past two decades there has been a trend towards devolving greater responsibility for assessment to teachers (Davison 2004, Leung 2005). This trend is situated in a context that McNamara describes as a “paradigm war” (McNamara 2003), which in turn calls into question the way in which the very process of assessment is framed in school (additional) language learning. The fundamental purpose of assessment is to understand students’ learning and to make considered judgments about their performance, understanding, and progress in learning (Liddicoat & Scarino 2013, p. 124). As such, there is a fundamental relationship in languages education between assessment and learning. The understanding of this relationship is integral to learning, and various alternative conceptualisations of assessment (Fox 2008) have sought to capture precisely this relationship (e.g. Turner & Purpura 2015). The complication for teachers is that their work in assessment is situated between two contrasting paradigms. On the one hand, they are required by the educational systems in which their work resides to operate within a traditional assessment paradigm that tends to be aligned with cognitive views of learning, psychometric assessment principles, and processes that foreground the assessment of “content” and judgments based (unproblematically) on pre-established criteria and standards that are applied systematically to individuals’ performances.
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Copyright 2019 Peter Lang