PRINCIPLES OF ASSESSMENT IN LANGUAGE TEACHING PROCESS
Keywords:
principles, evaluation, language instruction, practicalityAbstract
Creating and executing an evaluation is a complex undertaking, as it involves numerous factors and principles that must be considered. Various researchers have suggested different evaluative principles to aid and enhance this process.
Downloads
References
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Bachman, L. F. (2004). Statistical Analyses for Language Assessment. Cambridge: Cambridge University Press.
Baehr, M. (2005). Distinctions between assessment and evaluation. Program Assessment Handbook, Pacific Crest. p. 441-444.
Bailey, K. (1998). Learning about language assessment: dilemmas, decisions, and directions. Boston, MA: Heinle ELT.
Black, P. & William, D. (1998). Inside the Black Box: Raising standards through classroom assessment. School of Education, King’s College, London, United Kingdom.
Brookhart, S. M. (2005). Developing Measurement Theory for Classroom Assessment Purposes and Uses. Educational Measurement: Issues and Practice, 22(4), 5–12.
Brown, J. D., & Hudson, T. (1998). The Alternatives in Language Assessment. TESOL Quarterly, 32(4), 653.
Brown, D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education, Inc.
Fan, Y.-C., Wang, T.-H., & Wang, K.-H. (2011). A Web-based model for developing assessment literacy of secondary in-service teachers. Computers & Education, 57(2), 1727–1740.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Education.
Gan, Z., Leung, C., He, J. & Nang, H. (2018). Classroom assessment practices and learning motivation: A case study of Chinese EFL students. Tesol quarterly, 53 (2), 514-529.
Herrera, L. & Macías, D. F. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal., 17(2), 302-312.
López, A. & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile, 11( 2), pp. 55-70.
Merrian, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Mertler, G. (2004). Secondary teachers’ assessment literacy: does classroom experience make a difference? American Secondary Education, 33 (1), 49-64.
Paterno, J. (2001). Measuring success: a glossary of assessment terms. Building Cathedrals: Compassion for the 21st Century. Retrieved from http:/org/math/Docuements /measuringsuccess.html
Popham, W. J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice, 48(1), 4–11.
Rojas-Barreto, L. S., & Artunduaga-Cuellar, M. T. (2018). Students and Teachers’ Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program. English Language Teaching, 11(5), 39.
Rust, C., O’Donovan, B., & Price, M. (2005). A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231–240.
Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373–391.
Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappa, 77(3), 238-245.
Troudi, S., Coombe, C., & Al-Hamliy, M. (2012). EFL Teachers’ Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait. Tesol quarterly, 43 (3), 546-555.
Wang, H.T., Wang, H.K. & Fan Y.C. (2011). A web-based model for developing assessment literacy of secondary in-service teachers. Computers & Education, 57 (1), 1727-1740.
White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom- based assessment. OnCue Journal, 30(1), 3-25.