Assessment for learning in language classrooms

Wai Kwan Alice CHOW, Pui Wan Pamela LEUNG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Teachers play a crucial role in conceptualizing, interpreting and modifying assessment for learning initiatives in ways that have significant impact in the classroom. This chapter examines how the educational environments within which a reform initiative is undertaken shape the challenges teachers have to contend with for a sustainable and wider use of assessment for learning strategies. It describes an assessment project undertaken by one secondary school in Hong Kong to improve student learning of languages through classroom assessment. The chapter begins with the contextual background and conceptual framework of the initiative, followed by a description of the design of the project, and illustrative examples showing the use of assessment for learning strategies in the English and Chinese language classrooms. The impacts of the project on student learning and teacher professional enhancement are reported, and conditions for a sustainable and wider use of assessment for learning strategies are discussed. Copyright © 2011 Springer Science+Business Media B.V..
Original languageEnglish
Title of host publicationAssessment reform in education: Policy and practice
EditorsRita BERRY, Bob ADAMSON
Place of PublicationNew York
PublisherSpringer
Pages135-154
ISBN (Print)9789400707283, 9789400707290
DOIs
Publication statusPublished - 2011

Citation

Chow, A., & Leung, P. (2011). Assessment for learning in language classrooms. In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp.135-154). New York: Springer.

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