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Bridging assessment and learning: a view from second and foreign language assessment

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2017
<mark>Journal</mark>Assessment in Education: Principles, Policy and Practice
Issue number3
Volume24
Number of pages9
Pages (from-to)379-387
<mark>State</mark>Published
Early online date26/07/17
<mark>Original language</mark>English

Abstract

This paper considers issues around the relationship between assessment and learning, as put forward by Baird, Andrich, Hopfenbeck and Stobart (2017), from the perspective of the field of second and foreign language assessment. In our response, we describe shared observations on the nature of research and practice in general educational assessment and in language assessment (including with respect to linking assessment with theories of learning, managing impact, and enhancing assessment literacy). At the same time, we also identify areas where language assessment seems to diverge from current research and practice in general educational assessment (for example in the areas of assessment purposes, construct definitions, and validation theory and practice). As a consequence, we believe that close monitoring of advances in both fields is likely to be mutually beneficial.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor //////