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999 _c97893
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001 978-3-319-77177-9
003 DE-He213
005 20191024125403.0
007 cr nn 008mamaa
008 180427s2018 gw | s |||| 0|eng d
020 _a9783319771779
024 7 _a10.1007/978-3-319-77177-9
_2doi
040 _cМУБИС
050 4 _aLC5225.A75
050 4 _aLB2822.75
072 7 _aJNKD
_2bicssc
072 7 _aEDU011000
_2bisacsh
072 7 _aJNDH
_2thema
082 0 4 _a371.26
_223
245 1 0 _aTeacher Involvement in High-Stakes Language Testing
_h[electronic resource] /
_cedited by Daniel Xerri, Patricia Vella Briffa.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXV, 345 p. 52 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. Introduction -- PART 1: Benefits and Challenges of Teacher Involvement in High-stakes Language Testing -- 2. The Role of Classroom Teachers in Standard Setting and Benchmarking -- 3. A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon -- 4. Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-stakes Exams -- 5. Am I Just Stupid? Key Issues for Teachers Involved in High-stakes Testing with Children who have Dyslexia -- PART 2: Assessment Literacy for/through Teacher Involvement in High-stakes Language Testing -- 6. Are Teachers Given Sufficient Tools as Examiners in the New Foreign Language Speaking Component of the French Baccalauréat? -- 7. Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training -- 8. Teachers as Testers: The Case of EOI Teachers in Galicia, Spain -- 9. Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg -- 10. Fostering Language Assessment Literacy Through Teacher Involvement in High-stakes Test Development -- PART 3: Perceptions and Beliefs in Relation to Teacher Involvement in High-stakes Language Testing -- 11. Teacher-examiners’ Explicit and Enacted Beliefs about Proficiency Indicators in National Oral Assessments -- 12. Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges -- 13. English Language Teachers’ Perceptions of Involvement in High-stakes Testing in Turkey -- 14. Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives -- 15. Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests as Levers for Change -- 16. A Survey of English Language Testing Practices in China: Students’ and Teachers’ Perspectives -- 17. An Experienced EFL Teacher’s Perception of High-stakes English Language Tests and Beliefs about Language Teaching: A Case Study -- 18. Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers’ Teaching Practices -- 19. Conclusion. .
520 _aThis book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.
650 0 _aEducational tests and measuremen.
650 0 _aLanguage and languages.
650 1 4 _aAssessment, Testing and Evaluation.
_0http://scigraph.springernature.com/things/product-market-codes/O33000
650 2 4 _aLanguage Education.
_0http://scigraph.springernature.com/things/product-market-codes/O23000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
700 1 _aXerri, Daniel.
_eeditor.
_0(orcid)0000-0002-5397-0647
_1http://orcid.org/0000-0002-5397-0647
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aVella Briffa, Patricia.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319771755
776 0 8 _iPrinted edition:
_z9783319771762
856 4 0 _uhttps://doi.org/10.1007/978-3-319-77177-9
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK