Classroom-Based Assessment in the School Foreign Language Classroom

Kathryn M. Hill

ISBN 10: 3631638116 / ISBN 13: 9783631638118

Published by Peter Lang, Peter Lang Aug 2012, 2012

About this Item

Neuware -Black and Wiliam¿s (1998) influential article Inside the Black Box prompted an increasing interest in assessment processes within the classroom. However, to date most of this research has been done in general and science education. This book reports on a detailed ethnographic study of Indonesian as a Foreign Language classrooms at two consecutive levels of schooling in Australia. Using the broadest possible definition of classroom-based assessment (CBA) and a grounded approach to analysis, data were used to develop a comprehensive framework for analysing CBA. This framework was then used to describe and compare assessment practices in the respective classrooms. The results demonstrate, inter alia, that how assessment was conducted was as important as what was assessed in these classrooms. 236 pp. Englisch.

Seller Inventory # 9783631638118

Bibliographic Details

• Title: Classroom-Based Assessment in the School Foreign Language Classroom
• Publisher: Peter Lang, Peter Lang Aug 2012
• Publication Date: 2012
• Language: English
• ISBN 10: 3631638116
• ISBN 13: 9783631638118
• Binding: Buch
• Condition: Neu
• Dimensions: 216W x 153H x 16D millimeters 216 millimeters width by 153 millimeters height by 16 millimeters depth
• Weight: 423 grams

About this title

Synopsis

Black and Wiliam’s (1998) influential article Inside the Black Box prompted an increasing interest in assessment processes within the classroom. However, to date most of this research has been done in general and science education. This book reports on a detailed ethnographic study of Indonesian as a Foreign Language classrooms at two consecutive levels of schooling in Australia. Using the broadest possible definition of classroom-based assessment (CBA) and a grounded approach to analysis, data were used to develop a comprehensive framework for analysing CBA. This framework was then used to describe and compare assessment practices in the respective classrooms. The results demonstrate, inter alia, that how assessment was conducted was as important as what was assessed in these classrooms.

About the Author

Kathryn Hill is a lecturer in the Medical Education Unit at the University of Melbourne. Prior to this appointment she spent 15 years as Research Fellow at the Language Testing Research Centre (LTRC) at the University of Melbourne. She has worked on a diverse range of assessment and evaluation projects, most recently in healthcare communication.