Educational Reform and ESL Assessment in Australia: New Roles and New Tensions

Autor/inn/en	McKay, Penny; Brindley, Geoff
Titel	Educational Reform and ESL Assessment in Australia: New Roles and New Tensions
Quelle	In: Language Assessment Quarterly, 4 (2007) 1, S.69-84 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
Schlagwörter	Educational Change; Foreign Countries; English (Second Language); Student Evaluation; Adult Learning; Evaluation Methods; Immigrants; Second Language Instruction; Educational Policy; Teacher Attitudes; Adult Educators; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Adulte education; Adult training; Erwachsenenbildung; Immigrant; Immigrantin; Immigranten; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Lehrerverhalten; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Australien
Abstract	In the past, English as Second Language (ESL) teachers in Australia have been given a strong professional role in classroom assessment. This role still exists but has changed in ways that are causing some tensions for teachers in their day-to-day practice. In schools, educational reform has been accompanied by mother-tongue/English-learner-based standards and external literacy tests, against which ESL learners' progress is formally measured for accountability purposes. In the adult English-language teaching sector, reform has brought assessment requirements that regulate progress through courses and inform administrators of achievement of learning outcomes. This article reviews research into the changing role of classroom assessment in the context of recent reforms and identify outstanding issues and problems, with a particular focus on the tensions between policy and practice. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10