Final published version
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
}
TY - CHAP
T1 - Trajectories of language assessment literacy in a teacher-researcher partnership
T2 - Locating elements of praxis through narrative inquiry
AU - Harding, Luke
AU - Brunfaut, Tineke
PY - 2020/2/29
Y1 - 2020/2/29
N2 - In 2011, under the auspices of the Luxembourg Ministry of Education, but initiated and steered by a group of teachers, a researcher-teacher partnership was set-up between Lancaster University (UK) and a team of secondary school teachers in Luxembourg. The aim of the partnership was to (a) explore the potential for redesigning the national end-of-secondary-school English exam to ensure alignment with current approaches to language teaching in the classroom, and (b) help to develop the teaching team’s language assessment literacy, and their capacity to carry out high-stakes language test development work. The partnership provides fertile ground for exploring the concept of “praxis” and its relationship to current understandings of language assessment literacy (LAL). This chapter will explore these issues through narrative inquiry; specifically, an analysis of narratives produced by two teachers and two researchers reflecting on their experiences of the project over the past 6 years. Through a discussion of narrative excerpts, we will demonstrate how narrative inquiry can provide evidence of trajectories of language assessment literacy over time, as well as reveal relations between key characters, and identify complicating factors within overarching plots. The chapter will conclude with a reflection on the usefulness of narrative inquiry as a method for exploring a praxis perspective on language assessment literacy.
AB - In 2011, under the auspices of the Luxembourg Ministry of Education, but initiated and steered by a group of teachers, a researcher-teacher partnership was set-up between Lancaster University (UK) and a team of secondary school teachers in Luxembourg. The aim of the partnership was to (a) explore the potential for redesigning the national end-of-secondary-school English exam to ensure alignment with current approaches to language teaching in the classroom, and (b) help to develop the teaching team’s language assessment literacy, and their capacity to carry out high-stakes language test development work. The partnership provides fertile ground for exploring the concept of “praxis” and its relationship to current understandings of language assessment literacy (LAL). This chapter will explore these issues through narrative inquiry; specifically, an analysis of narratives produced by two teachers and two researchers reflecting on their experiences of the project over the past 6 years. Through a discussion of narrative excerpts, we will demonstrate how narrative inquiry can provide evidence of trajectories of language assessment literacy over time, as well as reveal relations between key characters, and identify complicating factors within overarching plots. The chapter will conclude with a reflection on the usefulness of narrative inquiry as a method for exploring a praxis perspective on language assessment literacy.
U2 - 10.1007/978-3-030-35081-9_4
DO - 10.1007/978-3-030-35081-9_4
M3 - Chapter (peer-reviewed)
SN - 9783030350802
SP - 61
EP - 81
BT - Towards a reconceptualization of second language classroom assessment
A2 - Poehner, Matthew
A2 - Inbar-Lourie, Ofra
PB - Springer
CY - Cham
ER -