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  • AldersonBrunfautHarding_The view from language assessment_author accepted manuscript

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education on 26/07/2017, available online: http://www.tandfonline.com/10.1080/0969594X.2017.1331201

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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Bridging assessment and learning: a view from second and foreign language assessment . / Alderson, J. Charles; Brunfaut, Tineke; Harding, Luke .
In: Assessment in Education: Principles, Policy and Practice, Vol. 24, No. 3, 2017, p. 379-387.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alderson, JC, Brunfaut, T & Harding, L 2017, 'Bridging assessment and learning: a view from second and foreign language assessment ', Assessment in Education: Principles, Policy and Practice, vol. 24, no. 3, pp. 379-387. https://doi.org/10.1080/0969594X.2017.1331201

APA

Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: a view from second and foreign language assessment . Assessment in Education: Principles, Policy and Practice, 24(3), 379-387. https://doi.org/10.1080/0969594X.2017.1331201

Vancouver

Alderson JC, Brunfaut T, Harding L. Bridging assessment and learning: a view from second and foreign language assessment . Assessment in Education: Principles, Policy and Practice. 2017;24(3):379-387. Epub 2017 Jul 26. doi: 10.1080/0969594X.2017.1331201

Author

Alderson, J. Charles ; Brunfaut, Tineke ; Harding, Luke . / Bridging assessment and learning : a view from second and foreign language assessment . In: Assessment in Education: Principles, Policy and Practice. 2017 ; Vol. 24, No. 3. pp. 379-387.

Bibtex

@article{4b33ee1cc06a43c69d09d0cdd7e20075,
title = "Bridging assessment and learning: a view from second and foreign language assessment ",
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.",
keywords = "language testing, second and foreign language assessment, validity, constructs, language assessment literacy, consequences",
author = "Alderson, {J. Charles} and Tineke Brunfaut and Luke Harding",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education on 26/07/2017, available online: http://www.tandfonline.com/10.1080/0969594X.2017.1331201",
year = "2017",
doi = "10.1080/0969594X.2017.1331201",
language = "English",
volume = "24",
pages = "379--387",
journal = "Assessment in Education: Principles, Policy and Practice",
issn = "0969-594X",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Bridging assessment and learning

T2 - a view from second and foreign language assessment

AU - Alderson, J. Charles

AU - Brunfaut, Tineke

AU - Harding, Luke

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education on 26/07/2017, available online: http://www.tandfonline.com/10.1080/0969594X.2017.1331201

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - language testing

KW - second and foreign language assessment

KW - validity

KW - constructs

KW - language assessment literacy

KW - consequences

U2 - 10.1080/0969594X.2017.1331201

DO - 10.1080/0969594X.2017.1331201

M3 - Journal article

VL - 24

SP - 379

EP - 387

JO - Assessment in Education: Principles, Policy and Practice

JF - Assessment in Education: Principles, Policy and Practice

SN - 0969-594X

IS - 3

ER -