Learning-Oriented Language Assessment: Putting Theory into Practice

This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning. The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills. Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.

Table of Contents:
List of Contributors Chapter 1: Learning-oriented Assessment: Main issues and an Overview PART I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms Chapter 5: Success in Language Learning: What Role Can Language Assessment Play? Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges Part II: Learning-Oriented Assessment in Instructional Settings Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights from Key Stakeholders Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment Chapter 11: Learning Oriented Assessment from a Teacher’s Perspective: Insights from Teachers’ Action Research Chapter 12: The Role of Technology in Learning-Oriented Assessment Index