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001			978-3-030-35081-9
003			DE-He213
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008			200203s2020 gw | s |||| 0|eng d
020			_a9783030350819
024	7		_a10.1007/978-3-030-35081-9 _2doi
040			_cМУБИС
050		4	_aP51-P59.4
072		7	_aCJ _2bicssc
072		7	_aEDU029080 _2bisacsh
072		7	_aCJ _2thema
082	0	4	_a407.1 _223
245	1	0	_aToward a Reconceptualization of Second Language Classroom Assessment _h[electronic resource] : _bPraxis and Researcher-teacher Partnership / _cedited by Matthew E. Poehner, Ofra Inbar-Lourie.
250			_a1st ed. 2020.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020.
300			_aVIII, 259 p. 21 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aEducational Linguistics, _x1572-0292 ; _v41
505	0		_aAn Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis; Matthew E. Poehner and Ofra Inbar-Lourie -- PART I: REALIZING PRAXIS: EXEMPLARS OF RESEARCHER-TEACHER PARTNERSHIPS -- ‘Bringing the Teacher back in’: Toward L2 Assessment Praxis in English as an Additional Language Education; Michael Michell and Chris Davison -- Mediation in the Assessment of Language Learning within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation; Angela Scarino -- Trajectories of Language Assessment Literacy in a Teacher-researcher Partnership: Locating Elements of Praxis through Narrative Inquiry; Luke Harding and Tineke Brunfaut -- PART II: RESISTING RESEARCHER-TEACHER HIERARCHIES IN FAVOR OF COOPERATIVE PARTNERSHIPS -- Learning-Oriented Assessment: More than The Chalkface; Constant Leung -- Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-based Indigenous Language Classroom; Beverly Baker and Joyce Germain -- Learning from Each Other: School-University Collaborative Action Research as Praxis; Cheri Chan and Chris Davison -- PART III: ADDRESSING PROBLEMS OF THEORY AND PRACTICE THROUGH RESEARCHER-TEACHER ENGAGEMENT -- Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program; Kathryn Hill and Ana Maria Ducasse -- Reconsidering time and process in L2 Dynamic Assessment; Matthew E. Poehner and Rémi A. van Compernolle -- Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice; Kristin J. Davin and José David Herazo -- PART IV: RESEARCHER-TEACHER ACTION CHALLENGING ASSESSMENT CULTURE -- Addressing the Possibilities and Limitations of Implementing a new Classroom-based Assessment of oral Proficiency; Martin East -- Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-learning Practices; Ofra Inbar-Lourie and Tziona Levi. .
520			_aThis book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
650		0	_aLanguage and languages—Study and teaching.
650		0	_aAssessment.
650		0	_aLanguage and education.
650		0	_aTeaching.
650	1	4	_aLanguage Teaching. _0https://scigraph.springernature.com/ontologies/product-market-codes/O46000
650	2	4	_aAssessment, Testing and Evaluation. _0https://scigraph.springernature.com/ontologies/product-market-codes/O33000
650	2	4	_aLanguage Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650	2	4	_aTeaching and Teacher Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
700	1		_aPoehner, Matthew E. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aInbar-Lourie, Ofra. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030350802
776	0	8	_iPrinted edition: _z9783030350826
776	0	8	_iPrinted edition: _z9783030350833
830		0	_aEducational Linguistics, _x1572-0292 ; _v41
856	4	0	_uhttps://doi.org/10.1007/978-3-030-35081-9
942			_2ddc _cEBOOK
999			_c102205 _d102205