Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
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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 -