Looking backward and forward at classroom-based language assessment.

Autor/in	Stoynoff, Stephen
Titel	Looking backward and forward at classroom-based language assessment.
Quelle	In: ELT journal, 66 (2012) 4, S. 523-532 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccs041
Schlagwörter	Lehrerrolle; Lernen; Methodik; Fremdsprachenunterricht; Englischunterricht; Bewertung; Forschungsüberblick
Abstract	In the past few decades, approaches to language assessment and perspectives on learning have changed. This article highlights those developments with the greatest significance for teachers and classroom-based language assessment, including the emergence of new perspectives on the nature of language ability and learning, use of an expanded array of assessment procedures, concern for the consequences of assessment, interest in embedding assessment in teaching and learning, and attention to the assessment of young learners. It concludes with a discussion of the implications of these developments for future research in classroom-based assessment and for teachers. While scholars debate the precise interpretations and origins of Janus, the notion is widely associated with the two-headed Roman god of endings and beginnings who was capable of simultaneously looking backward and forward. As the term of one ELT Journal editor ends and the term of another editor begins in January, Janus is a fitting metaphor not only for the editorial transition that is underway but also for an article that considers some of the developments of the past few decades and their impact on classroom-based language assessment. The author has chosen to characterize these developments as (a) endings that he believes have occurred, (b) transitions that are underway, and (c) beginnings that are not yet fully realized. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2