Assessment – definitely for learning.ppt

Epilogue: Recapping Juan’s story Changing Juan’s learning habits What does this imply for him? Maximizing his learning through FA Active involvement in his own learning Raising his self-esteem What does this imply for his teachers? Implementing FA in class Switching to more interactive forms of teaching Support of learning outside class * References Rea-Dickins, Pauline (2006) Currents and eddies in the discourse of assessment: a learning-focused interpretation. International Journal of Applied Linguistics 16/2,163-188 Black, P. and J. Jones (2006) Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal 34, 4-9. Cumming, A. and M. Laurier (2007) Introduction to the Special Issue. Canadian Modern Language Review 64/1: 1-4. Jones, N. (2007) Linking learning and assessment: a can-do framework. ALTE Conference Vilnius. /further_info/vilnius/nj091107.pdf Stiggins, Rick (2005) From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools, Phi Delta Kappan, Vol. 87, No. 04, December 2005, pp. 324-328. /forms/FromFormat_k0512sti.pdf Brown, H. D. (2004) Language assessment. White Plains, NY: Longman. Rea-Dickins, P. and S. Gardner (2000): Snares and silver bullets: disentangling the construct of formative. Language Testing 17; 215-243 Gattullo, F. (2000) Formative assessment in ELT primary (elementary) classrooms: an Italian case study. Language Testing 17; 278-288. Rea-Dickins, P. (2001)Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing 18; 429-462. Leung, C. and J. Lewkowicz (2006) Expanding horizons and unresolved conundrums: language testing and assessment. TESOL Quarterly 40, 211-234. * Assessment – definitely for learning! Dr. Mario López Barrios, Facultad de Lenguas, UNC * A case: Juan’s story Juan is 15 and he’s a 3rd year student at an urban middle class private school. He’s not doing as good as he could