Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 72

Two critical stakeholder groups, students and teachers, are playing crucial roles in translating new ideas for assessment into effective classroom practices. With students at the forefront, it is not surprising that teachers struggle with the competing demands of being responsible for incorporating classroom assessment into instruction while also preparing students for external high‐stakes tests required for accountability. Teachers are expected to adapt emerging theories and techniques in assessment to their classrooms and to scaffold learning opportunities according to their multilingual learners' language development. Although teachers are essential to this process of adapting assessment approaches to local instructional contexts, teachers do not necessarily have the assessment literacy to take on this role.

Students are being asked to take on more responsibility for their own learning through self and peer assessment and are increasingly contributing to classroom decision making. While classroom assessment offers the promise of enhanced learning opportunities, additional research is needed to describe these classroom practices and the changing student–teacher relationships. These concerns notwithstanding, emerging perspectives on the dynamic interplay between teaching and learning that is mediated through assessment recognize the inherent value in classroom assessment and the information it yields. Through a participatory and interactive assessment process, teachers and students can both become empowered in promoting meaningful assessment practices as part of language development within content learning in the classroom.

SEE ALSO: Assessment of Integrated Skills; Task‐Based Language Assessment; Uses of Language Assessments