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Language Assessment for Classroom Teachers

Language Assessment for Classroom Teachers

Classroom-based language assessments: why, when, what and how?


Format: Paperback
See also: e-book | e-book

This book provides teachers with an entirely new approach to developing and using classroom-based language assessments. This approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of classroom teachers.

  • ISBN: 978-0-19-421839-9
  • Pages: 304
  • Binding: Paperback

The book is organised in four parts. Part 1 introduces a new approach to classroom assessments, explaining both theory and practice in detail. Part 2 explains why, when and how teachers should set assessment tasks and how these benefit students. Part 3 is a step-by-step practical guide to designing the assessment tasks that work best in your teaching context. Part 4 provides illustrative examples and assessment task templates to get you started.

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Key features

  • Step-by-step guidance to using classroom-based assessments.
  • Written exercises to practice assessment task design.
  • Assessment tasks template.
  • Checklist of things to think about before using a language assessment.


The book addresses the following key questions: Why do I need to assess? When and how often do I need to assess? What do I need to assess? How can I assess my students?

The authors guide the reader step-by-step through the process of developing and using classroom-based assessments with clear explanations and definitions of key terms, illustrative examples, and activities for applying the approach in practice.


Part I: Introduction
1 A new approach to classroom-based language assessment
2 Using classroom-based language assessments

Part II: A systematic approach to assessment development
3 Overview of our approach to assessment development
4 Consequences: Why do we need to assess our students?
5 Decisions: When do we need to assess our students?
6 Interpretations: What should we assess?
7 Assessment records: how can we record our students' assessment performance?

Part III: Applying this approach in your classroom
8 Developing assessment task templates
9 Creating language assessment tasks
10 Combining assessment tasks to make classroom-based assessments
11 Administrative procedures and instructions
12 Scoring students' test performance and reporting the results

Part IV: A systematic approach to classroom-based assessment
13 Example assessments
Appendix1: Checklist of things to think about before using a language assessment
Appendix 2: Parts of an assessment task template
Appendix 3: Answers to activities in Chapter 2 and 3

Part of... Oxford Handbooks for Language Teachers

Each title in the series is intended to serve both as a basis for training courses and seminars, and as a reference text.

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