Innovation in Learning-Oriented Language Assessment [Hardcover]

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment.

1. Introduction: Learning-Oriented Language AssessmentInsights for Evidence-Based Practices.- 2 A Review of Formative Language Assessment Research and Implications for Practitioners .- 3 Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China.-  4 Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres.-  5 An Investigation into EFL Learners Perspectives Towards Dynamic Assessment.- 6.Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China.- 7 Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students.- 8 Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher.- 9 Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 1114 in England.- 10 Developing Learning-Oriented Language Assessment lã¥