Methodological Diversity in Language Assessment Research
The Role of Mixed Methods in Classroom-Based Language Assessment Studies
Bibliographic Data
| ID | 2410482 |
|---|---|
| Authors | Rika Tsushima |
| Year | 2015 |
| Volume | 14 |
| Issue | 2 |
| Pages | 104-121 |
| Publication date | 2015-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Methods (JOURNAL) |
| Journal identifiers | ISSN: 1609-4069 • E-ISSN: 1609-4069 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/160940691501400202 |
| OpenAlex | W1529042430 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
Although an epistemic change often is labeled as a shift, some researchers representing the social sciences consider this paradigm shift as a paradigm expansion (e.g., Pollack, 2007) because epistemological and methodological diversity allows researchers to address a wider range of questions. The third paradigm, mixed methods (MM) research, is claimed to provide a more holistic picture of a research problem by combining two different data sources-quantitative and qualitative-in a single study (Creswell & Plano Clark, 2007; Greene, 2007; Teddlie & Tashakkori, 2009). This article discusses how mixed methods research approaches have been used to enrich the results and to enhance the rigor of classroom-based language assessment investigations, drawing on both the language testing and assessment (hereafter, language assessment) and classroom assessment literature in second language education. The article opens with a brief overview of the methodological evolution in language assessment research. Then, focusing on MM research studies that investigated various facets of classroom-based language assessment (CBLA) practices, the main part of this article outlines a proposal of MM methodology as an appropriate methodology for research on CBLA, particularly in a context where a new form of assessment is implemented. The article closes with a discussion of challenges that MM researchers might face, and a proposal of MM research methodology as an appropriate research approach for CBLA scholars, especially in settings where both the validation of assessment and the explanation of the phenomenon are required
Context (archaeology · Diversity (politics · Educational research · Engineering ethics · Face (sociological concept · Multimethodology · Pedagogy · Qualitative research · Social science · Sociology · Computer Science · Psychology · Reflective Practices in Education · Second Language Learning and Teaching · Student Assessment and Feedback
Quantitative and Mixed Methods
Sage Handbook of Mixed Methods in Social & Behavioral Research
Contemporary Paradigms of Learning
Designing A Mixed Methods Study In Primary Care
A typology of mixed methods research designs
The structure of scientific revolutions
The Interpretation of Cultures
Defining assessment literacy
Modern language testing at the turn of the century
Language assessment as social practice
Effects of training on raters of ESL compositions
An exploratory study into the construct validity of a reading comprehension test
The Predictive Validity of an ESL Placement Test
A cross‐disciplinary examination of the prevalence of mixed methods in educational research
Social, professional and individual responsibility in language testing
Portfolios, Power, and Ethics
Teacher‐Based Assessment for Foreign Language Pragmatics
Enlarging the Dialogue in Educational Measurement
Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard
Designing and Conducting Mixed Methods Research
Mixed Methods Research
International Institutions for Reducing Global Financial Instability
Moments, Mixed Methods, and Paradigm Dialogs
| Citations per year | 0.29 |
|---|---|
| Citation span | 2019 - 2024 (6) |
| Highly cited | No |