Language Assessment in Education
Tests, Curricula, and Teaching
Bibliographic Data
| ID | 24220706 |
|---|---|
| Authors | Alister Cumming |
| Year | 2009 |
| Volume | 29 |
| Pages | 90-100 |
| Publication date | 2009-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190509090084 |
| OpenAlex | W2156035226 |
| Language | EN |
| Citations received | 8 |
| References cited | 58 |
Over the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify (usually functional, communicative) goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations (as well as dilemmas) between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations.
benchmark standards · criterion-referenced assessment · curriculum policy · Formative assessment · Language assessment · language education policy · Language proficiency · language teaching practice · norm-referenced assessment · program accountability · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Student Assessment and Feedback
Assessment of Academic Language for Specific Purposes
Primary English language education policy in Vietnam
Teaching English to young learners in private sector of Iranian ELT
Convergent vs. divergent assessment
What Needs to Be Developed to Facilitate Classroom‐Based Assessment
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
Leveraging the AAPPL to promote positive washback in K‐12 language teaching
Assessing Spoken EFL Without a Common Rating Scale
Assessing English as a Lingua Franca
On second language writing
Reclaiming the Local in Language Policy and Practice
Changing Communicative Needs, Revised Assessment Objectives
Assessment Accommodations for English Language Learners
Making sense of language teaching
Standardized assessment of the content knowledge of English language learners K-12
Discursive construction of a high-stakes test
Context-sensitive assessment of modern languages in primary (elementary) and early secondary education
Test translation and adaptation in public education in the USA
The Common European Framework and the European Language Portfolio
Self-assessment in second language testing
The contradictory culture of teacher-based assessment
Mirror, mirror on the wall
The challenges of the Ontario Secondary School Literacy Test for second language students
ESL/EFL instructors' practices for writing assessment
Teacher assessment
Working for washback
Outcomes-based assessment and reporting in language learning programmes
Self-assessment in second language testing
Teacher formative assessment and talk in classroom contexts
Language testing
The impact of high-stakes testing on teaching and learning
European perspectives on modern language learning
Feedback on second language students' writing
Transforming Talk And Phonics Practice
Marching in Unison
Criterion-Referenced Language Test Development
Expanding Horizons and Unresolved Conundrums
Beyond Fourth-Grade Science
Assessments and Accountability
Examining Language in Context
Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.47 |
| Citation span | 2009 - 2024 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |