If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it ...If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.展开更多
Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead o...Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead of creating an extra assessment outside the normal activities of the course, this paper examines an assessment that is part of the course. Additionally, not only is the course embedded assessment part of the course, it measures 100% of assessments employed in the course, instead of only a sample of the assessments. This paper presents background information regarding the utilization of a course embedded assessment, including The Association to Advance Collegiate Schools of Business International [AACSB] requirements for fulfilling assessment of learning outcomes. Discussion of course embedded assessments takes place. The dialogue then illustrates an approach that can be used for the data organization and analysis stages of assessment. It is hoped that the use of such an approach may save instructors time and effort in their assessment endeavors, while providing a superior quality assessment encompassing the entire course instead of merely a sample. This occurs by transferring the objective nature of the assessments into a computerized format.展开更多
文摘If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.
文摘Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead of creating an extra assessment outside the normal activities of the course, this paper examines an assessment that is part of the course. Additionally, not only is the course embedded assessment part of the course, it measures 100% of assessments employed in the course, instead of only a sample of the assessments. This paper presents background information regarding the utilization of a course embedded assessment, including The Association to Advance Collegiate Schools of Business International [AACSB] requirements for fulfilling assessment of learning outcomes. Discussion of course embedded assessments takes place. The dialogue then illustrates an approach that can be used for the data organization and analysis stages of assessment. It is hoped that the use of such an approach may save instructors time and effort in their assessment endeavors, while providing a superior quality assessment encompassing the entire course instead of merely a sample. This occurs by transferring the objective nature of the assessments into a computerized format.
