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