Mirror, mirror on the wall
Identifying processes of classroom assessment
Bibliographic Data
| ID | 19380710 |
|---|---|
| Authors | Pauline Rea-Dickins (University of Bristol), Pauline Rea‐Dickins (University of Bristol, corresponding author) |
| Year | 2001 |
| Volume | 18 |
| Issue | 4 |
| Pages | 429-462 |
| Publication date | 2001-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/026553220101800407 |
| OpenAlex | W2140609685 |
| Language | EN |
| Citations received | 39 |
| References cited | 14 |
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 from the perspective that issues of classroom assessment and, in particular, formative assessment require further detailed analysis. Using data from teacher interviews, classroom observations, video and audio recordings of learners, and lesson transcripts, the starting point for this investigation is the concept of the assessment cycle. Taking a grounded approach, it traces different stages in the teacher assessment process and presents a working model for the analysis of teacher decision making in relation to assessment practices. At the same time, it identifies classroom assessment as a multifaceted phenomenon with distinct identities linked to learning, teaching and bureaucratic functions
Alternative assessment · Formative assessment · Grounded theory · Language assessment · Mathematics education · Pedagogy · Qualitative research · Sociology · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Research Into the Assessment of School-Age Language Learners
Language Assessment in Education
Test Use and Political Philosophy
The knowledge base of teaching in linguistically diverse contexts
A Diagnostic study on teachers’ beliefs and practices in foreign language assessment
Student Self-Assessment in the Foreign Language Classroom
Assessment in the Classroom
Language Assessment Methods
Absicht und Wirklichkeit Integrativer Bildung
The Impact of Assessment Method on Foreign Language Proficiency Growth
Assessing oral presentations
Let a hundred flowers bloom
Formative assessment use in university EFL writing instruction
Exploring Questioning Practices in Blended Synchronous Learning
Hots-based language assessment literacy
Perceived teacher feedback practices, student feedback motivation and engagement in English learning
Currents and eddies in the discourse of assessment
“Assessment knowledge is important, but …”
Developing classroom-based language assessment literacy for in-service EFL teachers
Expanding Horizons and Unresolved Conundrums
What about language while equitably assessing science
Classroom assessment and English Language Learners
Discursive construction of a high-stakes test
The development of assessment for learning
Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction
Validating a standards-based classroom assessment of English proficiency
Teacher assessment
Understanding teachers as agents of assessment
Standards-based classroom assessments of English proficiency
Teacher formative assessment and talk in classroom contexts
Developing a comprehensive, empirically based research framework for classroom-based assessment
University teachers’ reflections on the reasons behind their changing feedback practice
Chinese award-winning tutors’ perceptions and practices of classroom-based assessment
What Needs to Be Developed to Facilitate Classroom‐Based Assessment
Teacher‐Based Assessment for Foreign Language Pragmatics
Implementing Learning‐Oriented Assessment ( LOA ) Among Limited‐Proficiency EFL Students
Formative Assessment in Teacher Education
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers
Scriptlines as emergent artifacts in collaborative group planning
Inside the Black Box
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
The Role of Tutoring in Problem Solving
Does Washback Exist?
Snares and silver bullets
Outcomes-based assessment and reporting in language learning programmes
Bilingualism and Special Education
Authentic Assessment for English Language Learners
Enhancing Quality in Assessment
Primary Education
| Unique citing works | 39 |
|---|---|
| Citations per year | 1.7 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |