Pauline Rea‐Dickins
Biographic Data
| ID | 6521592 |
|---|---|
| NAME | Pauline Rea‐Dickins |
| GIVEN NAMES | Pauline |
| FAMILY NAME | Rea‐Dickins |
| SIGNATURE | DICKINS P R |
| AFFILIATIONS | University of Bristol |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Baal/CUP seminars 2007
The rationale for the seminar was primarily that there are links between language testing and assessment on one hand and applied linguistics on the other which could be mutually beneficial, but are not necessarily perceived as such. Secondly, it was suggested that research in language assessment and applied linguistics have been perceived as distinct, with the roles of language testing and assessment in applied linguistics relatively unexplored, …
Currents and eddies in the discourse of assessment
This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feedback, learner responses to this feedback, as well …
Understanding teachers as agents of assessment
Conglomeration or Chameleon? Teachers' Representations of Language in the Assessment of Learners with English as an Additional Language
Changes in the role and nature of metalanguage used in schools, brought about by the National Literacy Strategy (DfEE, 1988), instigated this paper, which investigates teacher representations of language in relation to assessment contexts. Drawing on Freeman (1994) we analyse not only what is represented in the teachers' use of metalanguage, but also how it is presented – in terms of expression, voice, and source. This study is part of our resear…
Mirror, mirror on the wall
Mirror, mirror on the wall
In a recent issue of Language Testing, Rea-Dickins and Gardner (2000) reported on their work in classroom-based assessment, and provided examples of different ways in which information from learner assessments was used by teachers working with learners for whom English is an additional/second language (EAL). The research reported here is also concerned with classroom assessment in an EAL school context. As in the previous article, it is presented…
Managing Evaluation and Innovation in Language Teaching
Snares and silver bullets
Current research and professional practice
Assessment in early years language learning contexts
Snares and silver bullets
This article explores the nature of formative assessment in a primary (elementary) language learning context. The research is situated in nine inner-city schools where an Early Years Intervention Project is being implemented to address problems of low levels of achievement in English, with specific reference to the language support of learners for whom English is an Additional Language. 1 School-based assessment data are presented and analysed in…
Language Teaching
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
So, why do we need relationships with stakeholders in language testing? A view from the UK
Stakeholders are identified as those who make decisions and those who are affec ted by those decisions. Such a definition makes the range of possible stakes in assessment and testing very wide. These 'stakes' are categorized in terms of test research and development functions, curriculum innovation and implementation, and accountability functions. The article examines some of the contributions that stakeholders such as learners, teachers and pare…
Evaluation and English language teaching
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Currents and eddies in the discourse of assessment
This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feedback, learner responses to this feedback, as well …
Evaluation and English language teaching
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
So, why do we need relationships with stakeholders in language testing? A view from the UK
Stakeholders are identified as those who make decisions and those who are affec ted by those decisions. Such a definition makes the range of possible stakes in assessment and testing very wide. These 'stakes' are categorized in terms of test research and development functions, curriculum innovation and implementation, and accountability functions. The article examines some of the contributions that stakeholders such as learners, teachers and pare…
Language Teaching
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Snares and silver bullets
Current research and professional practice
Assessment in early years language learning contexts
Snares and silver bullets
This article explores the nature of formative assessment in a primary (elementary) language learning context. The research is situated in nine inner-city schools where an Early Years Intervention Project is being implemented to address problems of low levels of achievement in English, with specific reference to the language support of learners for whom English is an Additional Language. 1 School-based assessment data are presented and analysed in…
Conglomeration or Chameleon? Teachers' Representations of Language in the Assessment of Learners with English as an Additional Language
Changes in the role and nature of metalanguage used in schools, brought about by the National Literacy Strategy (DfEE, 1988), instigated this paper, which investigates teacher representations of language in relation to assessment contexts. Drawing on Freeman (1994) we analyse not only what is represented in the teachers' use of metalanguage, but also how it is presented – in terms of expression, voice, and source. This study is part of our resear…
Mirror, mirror on the wall
Mirror, mirror on the wall
In a recent issue of Language Testing, Rea-Dickins and Gardner (2000) reported on their work in classroom-based assessment, and provided examples of different ways in which information from learner assessments was used by teachers working with learners for whom English is an additional/second language (EAL). The research reported here is also concerned with classroom assessment in an EAL school context. As in the previous article, it is presented…
Managing Evaluation and Innovation in Language Teaching
Understanding teachers as agents of assessment
Currents and eddies in the discourse of assessment
This article explores processes of classroom assessment, in particular ways in which learners using English as an additional language engage in formative assessment within a primary school setting. Transcript evidence of teacher and learner interactions during activities viewed by teachers as formative or summative assessment opportunities are presented as the basis for an analysis of teacher feedback, learner responses to this feedback, as well …
Baal/CUP seminars 2007
The rationale for the seminar was primarily that there are links between language testing and assessment on one hand and applied linguistics on the other which could be mutually beneficial, but are not necessarily perceived as such. Secondly, it was suggested that research in language assessment and applied linguistics have been perceived as distinct, with the roles of language testing and assessment in applied linguistics relatively unexplored, …
Psychology (14 works) · Mathematics education (12 works) · Pedagogy (11 works) · EFL/ESL Teaching and Learning (9 works) · Linguistics (9 works) · Student Assessment and Feedback (9 works) · Language assessment (6 works) · Second Language Learning and Teaching (6 works) · Computer Science (5 works) · Formative assessment (4 works)