"L2 Assessment and Testing" Teacher Education: An Exploration of Alternative Assessment Approaches Using New Technologies

Autor/in	Papadima-Sophocleous, Salomi
Titel	"L2 Assessment and Testing" Teacher Education: An Exploration of Alternative Assessment Approaches Using New Technologies
Quelle	(2017), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education; Masters Programs; Computer Assisted Instruction; Student Evaluation; Evaluation Methods; Constructivism (Learning); Testing; Problem Solving; Questionnaires; Journal Writing; Web Based Instruction; Computer Mediated Communication; Action Research; Formative Evaluation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Magister course; Magisterstudiengang; Computer based training; Computerunterstützter Unterricht; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Problemlösen; Fragebogen; Zeitschriftenaufsatz; Web Based Training; Computerkonferenz; Projektforschung
Abstract	Most Second Language (L2) Teacher Training Assessment and Testing courses focus on testing. Through the development of a Master of Arts (MA) in a computer assisted language learning module (based on a constructivist and "practise what you preach" approach, entailing that the teachers experience firsthand the assessment types they were asked to develop), the instructor/researcher aimed to provide Computer Assisted Language Assessment and Testing (CALAT) teacher education, focusing on classroom assessment. The module was based on (1) current theories and practices; (2) participants' earlier assessment and testing background experiences as school students, and their assessment and testing experiences and current practices as L2 teachers; (3) participants' assessment experiences not as L2 teachers but as students of the MA assessment and testing module; (4) participants' L2 CALAT practising needs; and (5) problem-solving by constructing assessments suitable for their practising needs. This article draws on a small-scale questionnaire, participant in- and on-action reflective journal entries, and webinar chat notes to examine the extent to which these goals were achieved. Data analysis and discussion reveals that, the hands-on, technology-based, constructivist, and reflective approach applied enhanced participants' knowledge, skills and experiences in CALAT in general and in L2 classroom assessment in particular. [For the complete volume, see ED578177.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01