Teacher Involvement in High-Stakes Language Testing 1st ed. 2018 H 375 p. 18
目次
1. Introduction; Daniel Xerri and Patricia Vella Briffa.- PART 1: Benefits and Challenges of Teacher Involvement in High-stakes Language Testing.- 2. The Role of Classroom Teachers in Standard Setting and Benchmarking; Eva Konrad, Carol Spöttl, Franz Holzknecht and Benjamin Kremmel.- 3. A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon; Achu Charles Tante.- 4. Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-stakes Exams; Franz Holzknecht, Benjamin Kremmel, Carmen Konzett, Kathrin Eberharter and Carol Spöttl.- 5. Am I Just Stupid? Key Issues for Teachers Involved in High-stakes Testing with Children who have Dyslexia; David Armstrong.- PART 2: Assessment Literacy for/through Teacher Involvement in High-stakes Language Testing.- 6. Are Teachers Given Sufficient Tools as Examiners in the New Foreign Language Speaking Component of the French Baccalauréat?; gemma Bellhouse.- 7. Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training; Elaine Boyd and David Donnarumma.- 8. Teachers as Testers: The Case of EOI Teachers in Galicia, Spain; Cristina Rodriguez.- 9. Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg; Tineke Brunfaut and Luke Harding.- 10. Fostering Language Assessment Literacy Through Teacher Involvement in High-stakes Test Development; Benjamin Kremmel, Kathrin Eberharter, Franz Holzknecht and Eva Konrad.- PART 3: Perceptions and Beliefs in Relation to Teacher Involvement in High-stakes Language Testing.- 11. Teacher-examiners’ Explicit and Enacted Beliefs about Proficiency Indicators in National Oral Assessments; Christine C. M. Goh and Ang Hui Teng.- 12. Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges; Melodie Cook.- 13. English Language Teachers’ Perceptions of Involvement in High-stakes Testing in Turkey; Kenan Dikilitaş, Yeşim Keşli Dollar and Enisa Mede.- 14. Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives; Evgeniia Zimina.- 15. Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests as Levers for Change; Hyunjin Kim and Talia Isaacs.- 16. A Survey of English Language Testing Practices in China: Students’ and Teachers’ Perspectives; Jason Jinsong Fan.- 17. An Experienced EFL Teacher’s Perception of High-stakes English Language Tests and Beliefs about Language Teaching: A Case Study; Yumiko Moore.- 18. Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers’ Teaching Practices; Irini Papakammenou.- 19. Conclusion; Patricia Vella Briffa and Daniel Xerri.
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