LEADER 04276nam 22006495 450 001 9910255137503321 005 20230811001932.0 010 $a981-10-0303-3 024 7 $a10.1007/978-981-10-0303-5 035 $a(CKB)3710000000588382 035 $a(EBL)4388677 035 $a(SSID)ssj0001634513 035 $a(PQKBManifestationID)16386770 035 $a(PQKBTitleCode)TC0001634513 035 $a(PQKBWorkID)14950209 035 $a(PQKB)11324197 035 $a(DE-He213)978-981-10-0303-5 035 $a(MiAaPQ)EBC4388677 035 $a(EXLCZ)993710000000588382 100 $a20160202d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing Foreign Language Students? Spoken Proficiency $eStakeholder Perspectives on Assessment Innovation /$fby Martin East 205 $a1st ed. 2016. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2016. 215 $a1 online resource (243 p.) 225 1 $aEducational Linguistics,$x2215-1656 ;$v26 300 $aDescription based upon print version of record. 311 1 $a981-10-0301-7 320 $aIncludes bibliographical references and index. 327 $aPreface -- Acknowledgments -- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter -- Chapter 2:Assessing spoken proficiency: What are the issues? -- Chapter 3:Introducing a new assessment of spoken proficiency: Interact -- Chapter 4: Investigating stakeholder perspectives on Interact -- Chapter 5: The advantages and disadvantages of Interact -- Chapter 6:The disadvantages of Interact and suggested improvements -- Chapter 7: Interact and higher proficiency students: Addressing the challenges -- Chapter 8: Interact and higher proficiency students: Concluding perspectives -- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations. 330 $aThis book presents an in?depth study of assessment innovation and its impact on teaching and learning. The context is New Zealand, and the focus is additional languages other than English and the recent introduction of a radical new assessment of students? spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performance, and presents an alternative approach where stakeholders become the centre of interest. It advances our understanding of how assessment innovation impacts on two key groups - teachers and students in schools - based on data collected from a substantial two?year research project. It presents an account of these stakeholders? perceptions of the validity and usefulness of the new assessment in comparison with the more traditional test that it has replaced. From the Foreword by Professor Jack C Richards Assessing Foreign Language Students? Spoken Proficiency makes an outstanding and original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment. It is an important resource for teachers and teacher educators as well as assessment and curriculum specialists worldwide. It deserves to be widely read. 410 0$aEducational Linguistics,$x2215-1656 ;$v26 606 $aLanguage and languages$xStudy and teaching 606 $aLearning, Psychology of 606 $aEducational tests and measurements 606 $aLanguage Education 606 $aInstructional Psychology 606 $aAssessment and Testing 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLearning, Psychology of. 615 0$aEducational tests and measurements. 615 14$aLanguage Education. 615 24$aInstructional Psychology. 615 24$aAssessment and Testing. 676 $a418.0071 700 $aEast$b Martin$4aut$4http://id.loc.gov/vocabulary/relators/aut$0950796 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255137503321 996 $aAssessing Foreign Language Students? Spoken Proficiency$92515956 997 $aUNINA