Learning oriented assessment: a systemic approach
"This volume outlines the general principles of Learning Oriented Assessment, placing it in the context of European language learning policy and its role in recent practical and theoretical developments in language assessment"--
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Weitere Verfasser: | |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2016
|
| Schriftenreihe: | Studies in language testing
45 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This volume outlines the general principles of Learning Oriented Assessment, placing it in the context of European language learning policy and its role in recent practical and theoretical developments in language assessment"-- "This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel"-- |
| Beschreibung: | Literaturverzeichnis Seite 128-139 |
| Beschreibung: | xviii, 148 Seiten Diagramme 23 cm |
| ISBN: | 9781316507889 9783125354111 |
Internformat
MARC
| LEADER | 00000nam a2200000 cb4500 | ||
|---|---|---|---|
| 001 | BV047004570 | ||
| 003 | DE-604 | ||
| 005 | 20220227 | ||
| 007 | t | ||
| 008 | 201118s2016 |||| |||| 00||| eng d | ||
| 010 | |a 2016000619 | ||
| 020 | |a 9781316507889 |c CUP pbk |9 978-1-316-50788-9 | ||
| 020 | |a 9783125354111 |c Klett pbk |9 978-3-12-535411-1 | ||
| 035 | |a (OCoLC)951744906 | ||
| 035 | |a (DE-599)GBV848292251 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-19 |a DE-473 | ||
| 084 | |a ES 847 |0 (DE-625)27912: |2 rvk | ||
| 084 | |a HD 190 |0 (DE-625)48428: |2 rvk | ||
| 100 | 1 | |a Jones, Neil |0 (DE-588)171875443 |4 aut | |
| 245 | 1 | 0 | |a Learning oriented assessment |b a systemic approach |c Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| 264 | 1 | |a Cambridge |b Cambridge University Press |c 2016 | |
| 300 | |a xviii, 148 Seiten |b Diagramme |c 23 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Studies in language testing |v 45 | |
| 500 | |a Literaturverzeichnis Seite 128-139 | ||
| 520 | 1 | |a "This volume outlines the general principles of Learning Oriented Assessment, placing it in the context of European language learning policy and its role in recent practical and theoretical developments in language assessment"-- | |
| 520 | 1 | |a "This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel"-- | |
| 650 | 0 | 7 | |a Fremdsprachenlernen |0 (DE-588)4071461-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Leistungsbeurteilung |0 (DE-588)4139370-3 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Fremdsprachenlernen |0 (DE-588)4071461-5 |D s |
| 689 | 0 | 1 | |a Leistungsbeurteilung |0 (DE-588)4139370-3 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Saville, Nick |4 aut | |
| 700 | 1 | |a Salamoura, Angeliki |4 ctb | |
| 830 | 0 | |a Studies in language testing |v 45 |w (DE-604)BV010901113 |9 45 | |
| 856 | 4 | 2 | |m Digitalisierung UB Bamberg - ADAM Catalogue Enrichment |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032412107&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032412107 | ||
Datensatz im Suchindex
| _version_ | 1804181955484319744 |
|---|---|
| adam_text | Contents List of tables and figures Abbreviations Acknowledgements Series Editors’ note x xi xfi xiv 1 Learning Oriented Assessment: An overview 1.1 1.2 1.3 1.4 1.5 1.6 1.7 The organisation of this volume What is learning? What is language learning? What is to be learned? The roles of assessment in learning Aligning large-scale and classroom assessment In summary 6 7 8 9 10 12 14 1 2 The roots of Learning Oriented Assessment 15 2.1 Cambridge English and Learning Oriented Assessment 2.2 Origins and emphases of learning-oriented approaches 2.3 Defining learning-oriented assessment: Process, policy or principles? 2.4 Specific learning-oriented methods 24 28 3 What is learning? 30 3.1 3.2 3.3 3.4 3.5 Constructivism An appropriate model of cognition and learning Task-based interaction Roles of teachers and learners In summary 30 32 33 41 46 4 What is language learning? 4.1 Languages as a special case 4.2 The Common European Framework of Reference for Languages 4.3 Natural language acquisition 4.4 Second Language Acquisition research 4.5 In summary 16 16 48 48 49 51 51 57 vii
Learning Oriented Assessment 5 What is to be learned? 58 5.1 5.2 5.3 5.4 The desired outcomes of learning The nature of language proficiency: Construct definition The content of learning: Curricular objectives In summary 53 62 65 66 6 The role of large-scale assessment in learning 68 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Proficiency testing: The importance of criterion reference Scale construction Item Response Theory Item banking Performance assessment Validity and reliability of large-scale assessment Large-scale assessment: Evidence of and for learning In summary 69 70 71 72 74 75 78 79 7 Learning-oriented assessment in the classroom 81 7.1 7.2 7.3 7.4 7.5 7.6 The nature of classroom learning-oriented assessment Domain-specific and generalisable learning skills Learning-centred and content-centred activities Classroom evidence o/and/or learning Learning-oriented assessment: An ecological model In summary 81 82 83 84 88 91 8 Aligning large-scale and classroom assessment 8.1 8.2 8.3 8.4 8.5 Alignment of goals Aligning interpretations of standards Construct-based alignment of assessment Evidence within a Learning Oriented Assessment model The validity of Learning Oriented Assessment 93 93 94 97 100 103 9 Implementing Learning Oriented Assessment 106 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 Educational policy-making: The global scale Worlds of difference: Predictable implementation issues Asset Languages : A cautionary tale Technology to the rescue? New contexts of learning Positive impact by design Steps in implementation A conclusion 106 107 109 П0 Ш ИЗ 117 Ug
Contents Appendices Appendix 1 Assessment for learning: 10 principles (Assessment Reform Group 2002) Appendix 2 The Teaching and Learning Research Programme (TLRP): 10 principles of effective pedagogy (Teaching and Learning Research Programme 2007) Appendix 3 James and Pedder’s (2006) hypotheses on assessment for learning References Author index Subject index 122 125 127 128 140 144 IX
|
| adam_txt |
Contents List of tables and figures Abbreviations Acknowledgements Series Editors’ note x xi xfi xiv 1 Learning Oriented Assessment: An overview 1.1 1.2 1.3 1.4 1.5 1.6 1.7 The organisation of this volume What is learning? What is language learning? What is to be learned? The roles of assessment in learning Aligning large-scale and classroom assessment In summary 6 7 8 9 10 12 14 1 2 The roots of Learning Oriented Assessment 15 2.1 Cambridge English and Learning Oriented Assessment 2.2 Origins and emphases of learning-oriented approaches 2.3 Defining learning-oriented assessment: Process, policy or principles? 2.4 Specific learning-oriented methods 24 28 3 What is learning? 30 3.1 3.2 3.3 3.4 3.5 Constructivism An appropriate model of cognition and learning Task-based interaction Roles of teachers and learners In summary 30 32 33 41 46 4 What is language learning? 4.1 Languages as a special case 4.2 The Common European Framework of Reference for Languages 4.3 Natural language acquisition 4.4 Second Language Acquisition research 4.5 In summary 16 16 48 48 49 51 51 57 vii
Learning Oriented Assessment 5 What is to be learned? 58 5.1 5.2 5.3 5.4 The desired outcomes of learning The nature of language proficiency: Construct definition The content of learning: Curricular objectives In summary 53 62 65 66 6 The role of large-scale assessment in learning 68 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Proficiency testing: The importance of criterion reference Scale construction Item Response Theory Item banking Performance assessment Validity and reliability of large-scale assessment Large-scale assessment: Evidence of and for learning In summary 69 70 71 72 74 75 78 79 7 Learning-oriented assessment in the classroom 81 7.1 7.2 7.3 7.4 7.5 7.6 The nature of classroom learning-oriented assessment Domain-specific and generalisable learning skills Learning-centred and content-centred activities Classroom evidence o/and/or learning Learning-oriented assessment: An ecological model In summary 81 82 83 84 88 91 8 Aligning large-scale and classroom assessment 8.1 8.2 8.3 8.4 8.5 Alignment of goals Aligning interpretations of standards Construct-based alignment of assessment Evidence within a Learning Oriented Assessment model The validity of Learning Oriented Assessment 93 93 94 97 100 103 9 Implementing Learning Oriented Assessment 106 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 Educational policy-making: The global scale Worlds of difference: Predictable implementation issues Asset Languages : A cautionary tale Technology to the rescue? New contexts of learning Positive impact by design Steps in implementation A conclusion 106 107 109 П0 Ш ИЗ 117 Ug
Contents Appendices Appendix 1 Assessment for learning: 10 principles (Assessment Reform Group 2002) Appendix 2 The Teaching and Learning Research Programme (TLRP): 10 principles of effective pedagogy (Teaching and Learning Research Programme 2007) Appendix 3 James and Pedder’s (2006) hypotheses on assessment for learning References Author index Subject index 122 125 127 128 140 144 IX |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Jones, Neil Saville, Nick |
| author2 | Salamoura, Angeliki |
| author2_role | ctb |
| author2_variant | a s as |
| author_GND | (DE-588)171875443 |
| author_facet | Jones, Neil Saville, Nick Salamoura, Angeliki |
| author_role | aut aut |
| author_sort | Jones, Neil |
| author_variant | n j nj n s ns |
| building | Verbundindex |
| bvnumber | BV047004570 |
| classification_rvk | ES 847 HD 190 |
| ctrlnum | (OCoLC)951744906 (DE-599)GBV848292251 |
| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| discipline_str_mv | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02984nam a2200457 cb4500</leader><controlfield tag="001">BV047004570</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20220227 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">201118s2016 |||| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2016000619</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781316507889</subfield><subfield code="c">CUP pbk</subfield><subfield code="9">978-1-316-50788-9</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783125354111</subfield><subfield code="c">Klett pbk</subfield><subfield code="9">978-3-12-535411-1</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)951744906</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBV848292251</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-19</subfield><subfield code="a">DE-473</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">ES 847</subfield><subfield code="0">(DE-625)27912:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">HD 190</subfield><subfield code="0">(DE-625)48428:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Jones, Neil</subfield><subfield code="0">(DE-588)171875443</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Learning oriented assessment</subfield><subfield code="b">a systemic approach</subfield><subfield code="c">Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment)</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cambridge</subfield><subfield code="b">Cambridge University Press</subfield><subfield code="c">2016</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xviii, 148 Seiten</subfield><subfield code="b">Diagramme</subfield><subfield code="c">23 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Studies in language testing</subfield><subfield code="v">45</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Literaturverzeichnis Seite 128-139</subfield></datafield><datafield tag="520" ind1="1" ind2=" "><subfield code="a">"This volume outlines the general principles of Learning Oriented Assessment, placing it in the context of European language learning policy and its role in recent practical and theoretical developments in language assessment"--</subfield></datafield><datafield tag="520" ind1="1" ind2=" "><subfield code="a">"This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel"--</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Fremdsprachenlernen</subfield><subfield code="0">(DE-588)4071461-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Leistungsbeurteilung</subfield><subfield code="0">(DE-588)4139370-3</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Fremdsprachenlernen</subfield><subfield code="0">(DE-588)4071461-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Leistungsbeurteilung</subfield><subfield code="0">(DE-588)4139370-3</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Saville, Nick</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Salamoura, Angeliki</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Studies in language testing</subfield><subfield code="v">45</subfield><subfield code="w">(DE-604)BV010901113</subfield><subfield code="9">45</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Bamberg - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032412107&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032412107</subfield></datafield></record></collection> |
| id | DE-604.BV047004570 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T15:57:59Z |
| indexdate | 2024-07-10T08:59:53Z |
| institution | BVB |
| isbn | 9781316507889 9783125354111 |
| language | English |
| lccn | 2016000619 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032412107 |
| oclc_num | 951744906 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| owner_facet | DE-19 DE-BY-UBM DE-473 DE-BY-UBG |
| physical | xviii, 148 Seiten Diagramme 23 cm |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Cambridge University Press |
| record_format | marc |
| series | Studies in language testing |
| series2 | Studies in language testing |
| spelling | Jones, Neil (DE-588)171875443 aut Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) Cambridge Cambridge University Press 2016 xviii, 148 Seiten Diagramme 23 cm txt rdacontent n rdamedia nc rdacarrier Studies in language testing 45 Literaturverzeichnis Seite 128-139 "This volume outlines the general principles of Learning Oriented Assessment, placing it in the context of European language learning policy and its role in recent practical and theoretical developments in language assessment"-- "This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel"-- Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Leistungsbeurteilung (DE-588)4139370-3 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Leistungsbeurteilung (DE-588)4139370-3 s DE-604 Saville, Nick aut Salamoura, Angeliki ctb Studies in language testing 45 (DE-604)BV010901113 45 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032412107&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Jones, Neil Saville, Nick Learning oriented assessment a systemic approach Studies in language testing Fremdsprachenlernen (DE-588)4071461-5 gnd Leistungsbeurteilung (DE-588)4139370-3 gnd |
| subject_GND | (DE-588)4071461-5 (DE-588)4139370-3 |
| title | Learning oriented assessment a systemic approach |
| title_auth | Learning oriented assessment a systemic approach |
| title_exact_search | Learning oriented assessment a systemic approach |
| title_exact_search_txtP | Learning oriented assessment a systemic approach |
| title_full | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_fullStr | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_full_unstemmed | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_short | Learning oriented assessment |
| title_sort | learning oriented assessment a systemic approach |
| title_sub | a systemic approach |
| topic | Fremdsprachenlernen (DE-588)4071461-5 gnd Leistungsbeurteilung (DE-588)4139370-3 gnd |
| topic_facet | Fremdsprachenlernen Leistungsbeurteilung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032412107&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV010901113 |
| work_keys_str_mv | AT jonesneil learningorientedassessmentasystemicapproach AT savillenick learningorientedassessmentasystemicapproach AT salamouraangeliki learningorientedassessmentasystemicapproach |