LEADER 06271nam 22007095 450 001 9910678260903321 005 20251008143641.0 010 $a9783031189500 010 $a3031189507 024 7 $a10.1007/978-3-031-18950-0 035 $a(MiAaPQ)EBC7209315 035 $a(Au-PeEL)EBL7209315 035 $a(CKB)26240824600041 035 $a(DE-He213)978-3-031-18950-0 035 $a(EXLCZ)9926240824600041 100 $a20230303d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInnovation in Learning-Oriented Language Assessment /$fedited by Sin Wang Chong, Hayo Reinders 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2023. 215 $a1 online resource (341 pages) 225 1 $aNew Language Learning and Teaching Environments,$x2946-2940 311 08$aPrint version: Chong, Sin Wang Innovation in Learning-Oriented Language Assessment Cham : Springer International Publishing AG,c2023 9783031189494 320 $aIncludes bibliographical references and index. 327 $a1. Introduction: Learning-Oriented Language Assessment?Insights for Evidence-Based Practices -- 2 A Review of Formative Language Assessment Research and Implications for Practitioners -- 3 Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China -- 4 Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres -- 5 An Investigation into EFL Learners? Perspectives Towards Dynamic Assessment -- 6.Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China -- 7 Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students -- 8 Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher -- 9 Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 11?14 in England -- 10 Developing Learning-Oriented Language Assessment Literacy in Pre-service Language Teachers -- 11 Padlet as a Formative Assessment Tool in the Online Language Classroom: Action Research -- 12 Application of Virtual Reality Speaking Assessment Tasks in an EFL Context -- 13 Technology-Mediated Tasks for Formative Assessment in an e-Portfolio Environment -- 14 Mobile-Assisted Language Assessment for Adult EFL Learners: Recommendations from a Systematic Review -- 15 Pro-Gamer Inspired Speaking Assessment -- 16 Developing Language Teacher Cognition about Technology-Enhanced Assessment: A Case of Student Teachers in a TESOL Programme -- 17 Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing -- 18 Development and Content Validation of an E-portfolio to Assess and Promote Learner Autonomy -- . 330 $a"This edited volume of 17 practical chapters document innovative practices of learning-oriented language assessment from nine countries. It is arguably the first exploration into learning-oriented language assessment for teachers and teacher trainers and offers excellent examples worthy of replication by teachers." -Antony Kunnan, Duolingo "It gives me great pleasure to applaud the efforts of the co-editors and authors in producing this timely collection. These evidence-based and practical chapters are underpinned by ten learning-oriented language assessment principles proposed by the editors in their introductory chapter. Plenty of food for thought for language teachers and researchers." -David Carless, University of Hong Kong This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers? reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment. Sin Wang Chong is Senior Lecturer (Associate Professor) in Language Education at the University of Edinburgh, UK. Sin Wang is Associate Editor of Higher Education Research & Development and Innovation in Language Learning and Teaching. Hayo Reinders is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning & Teaching. . 410 0$aNew Language Learning and Teaching Environments,$x2946-2940 606 $aLanguage and languages$xStudy and teaching 606 $aEducational tests and measurements 606 $aEthnology 606 $aPerforming arts 606 $aTheater 606 $aLanguage Teaching and Learning 606 $aLanguage Education 606 $aAssessment and Testing 606 $aSociocultural Anthropology 606 $aPractice-as-Research 615 0$aLanguage and languages$xStudy and teaching. 615 0$aEducational tests and measurements. 615 0$aEthnology. 615 0$aPerforming arts. 615 0$aTheater. 615 14$aLanguage Teaching and Learning. 615 24$aLanguage Education. 615 24$aAssessment and Testing. 615 24$aSociocultural Anthropology. 615 24$aPractice-as-Research. 676 $a418.0076 676 $a418.0076 702 $aChong$b Sin Wang 702 $aReinders$b Hayo 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910678260903321 996 $aInnovation in Learning-Oriented Language Assessment$93374564 997 $aUNINA