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Teachers setting the assessment (literacy) agenda: a case study of a teacher-led national test development project in Luxembourg

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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Teachers setting the assessment (literacy) agenda : a case study of a teacher-led national test development project in Luxembourg . / Brunfaut, Tineke; Harding, Luke.

Teacher involvement in high stakes language testing. ed. / Daniel Xerri; Patricia Vella Briffa. Cham : Springer, 2018. p. 155-172.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Brunfaut, T & Harding, L 2018, Teachers setting the assessment (literacy) agenda: a case study of a teacher-led national test development project in Luxembourg . in D Xerri & P Vella Briffa (eds), Teacher involvement in high stakes language testing. Springer, Cham, pp. 155-172.

APA

Brunfaut, T., & Harding, L. (2018). Teachers setting the assessment (literacy) agenda: a case study of a teacher-led national test development project in Luxembourg . In D. Xerri, & P. Vella Briffa (Eds.), Teacher involvement in high stakes language testing (pp. 155-172). Cham: Springer.

Vancouver

Brunfaut T, Harding L. Teachers setting the assessment (literacy) agenda: a case study of a teacher-led national test development project in Luxembourg . In Xerri D, Vella Briffa P, editors, Teacher involvement in high stakes language testing. Cham: Springer. 2018. p. 155-172

Author

Brunfaut, Tineke ; Harding, Luke. / Teachers setting the assessment (literacy) agenda : a case study of a teacher-led national test development project in Luxembourg . Teacher involvement in high stakes language testing. editor / Daniel Xerri ; Patricia Vella Briffa. Cham : Springer, 2018. pp. 155-172

Bibtex

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title = "Teachers setting the assessment (literacy) agenda: a case study of a teacher-led national test development project in Luxembourg",
abstract = "In 2011, a team of teachers in Luxembourg developed a proposal to reform their national English language examinations. The teachers sought advice from external language testing consultants and expressed a wish not only to transform their existing examinations, but also to develop their own capacity to construct and evaluate language assessments in line with the principles of good test design. What transpired was a unique, phased language assessment literacy training-development cycle which has led to the successful development of a lower-stakes national test, and the planning stage for a high-stakes end-of-secondary school exam – the key objective of the project. In this chapter we will provide a narrative account of the reform project in Luxembourg, presenting this context as an illustrative case of teacher-led exam reform in a high-stakes context, and discussing the procedures and challenges encountered between 2011 and 2015. Based on our experiences as consultants on this project, we make some recommendations at the end of the chapter for those working with a similar remit for training and advising on teacher-led exam reform.",
keywords = "language testing, language assessment literacy , language assessment",
author = "Tineke Brunfaut and Luke Harding",
year = "2018",
month = "4",
language = "English",
isbn = "9783319771755",
pages = "155--172",
editor = "Daniel Xerri and {Vella Briffa}, Patricia",
booktitle = "Teacher involvement in high stakes language testing",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - Teachers setting the assessment (literacy) agenda

T2 - a case study of a teacher-led national test development project in Luxembourg

AU - Brunfaut, Tineke

AU - Harding, Luke

PY - 2018/4

Y1 - 2018/4

N2 - In 2011, a team of teachers in Luxembourg developed a proposal to reform their national English language examinations. The teachers sought advice from external language testing consultants and expressed a wish not only to transform their existing examinations, but also to develop their own capacity to construct and evaluate language assessments in line with the principles of good test design. What transpired was a unique, phased language assessment literacy training-development cycle which has led to the successful development of a lower-stakes national test, and the planning stage for a high-stakes end-of-secondary school exam – the key objective of the project. In this chapter we will provide a narrative account of the reform project in Luxembourg, presenting this context as an illustrative case of teacher-led exam reform in a high-stakes context, and discussing the procedures and challenges encountered between 2011 and 2015. Based on our experiences as consultants on this project, we make some recommendations at the end of the chapter for those working with a similar remit for training and advising on teacher-led exam reform.

AB - In 2011, a team of teachers in Luxembourg developed a proposal to reform their national English language examinations. The teachers sought advice from external language testing consultants and expressed a wish not only to transform their existing examinations, but also to develop their own capacity to construct and evaluate language assessments in line with the principles of good test design. What transpired was a unique, phased language assessment literacy training-development cycle which has led to the successful development of a lower-stakes national test, and the planning stage for a high-stakes end-of-secondary school exam – the key objective of the project. In this chapter we will provide a narrative account of the reform project in Luxembourg, presenting this context as an illustrative case of teacher-led exam reform in a high-stakes context, and discussing the procedures and challenges encountered between 2011 and 2015. Based on our experiences as consultants on this project, we make some recommendations at the end of the chapter for those working with a similar remit for training and advising on teacher-led exam reform.

KW - language testing

KW - language assessment literacy

KW - language assessment

M3 - Chapter (peer-reviewed)

SN - 9783319771755

SP - 155

EP - 172

BT - Teacher involvement in high stakes language testing

A2 - Xerri, Daniel

A2 - Vella Briffa, Patricia

PB - Springer

CY - Cham

ER -