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Learner-directed Assessment in Esl [Paperback]

Glayol V. Ekbatani , Herbert D. Pierson


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Book Description

12 Feb 2000 0805830685 978-0805830682
This text integrates the theory and practice of learner-based assessment. Written in response to two recent movements in language teaching--learner-centered teaching and a renewed interest in authenticity in language testing--it examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for and eminently accessible to classroom teachers and program directors looking for ways to include their students in the evaluation process, graduate students, and professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.

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3 of 3 people found the following review helpful
3.0 out of 5 stars A Couple of Gems in this Anthology 24 Jun 2008
By Alan Davis - Published on Amazon.com
Format:Paperback
From the title, I thought that Learner-Directed Assessment in ESL would make a theoretical case for learner-directed assessment and then proceed to provide rich examples of how to employ the principles in instructional settings. It didn't happen. Lyle Bachman starts to provide the conceptual underpinnings in the foreword, but stops after 4 meaty pages. What follows next is a hodge-podge of academic studies with no connecting conceptual coherence, some quite peripheral to learning English (analyzing self-repair, strategies in test-taking). The highlight, for me, is a chapter by Brian North setting forth a comprehensive rubric for measuring language proficiency with descriptors for teacher assessment and self assessment. I immediately began thinking how I can adapt it and expand upon it to involve students more actively in self-assessment and articulating their own learning goals. There are a couple of interesting chapters on portfolio assessment as well. But overall this is much more a collection of scholarly articles than a resource for teaching.
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