Teacher involvement in high-stakes language testing /

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Bibliographic Details
Imprint:	Cham, Switzerland : Springer, [2018] ©2018
Description:	1 online resource : illustrations
Language:	English
Subject:	Achievement tests. Teachers. Achievement tests. Teachers.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11736652

Hidden Bibliographic Details
Other authors / contributors:	Xerri, Daniel, editor. Briffa, Patricia Vella, editor.
ISBN:	9783319771779 3319771779 9783319771755 3319771752
Digital file characteristics:	text file PDF
Notes:	Includes bibliographical references. Vendor-supplied metadata.
Summary:	This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.
Other form:	Print version: Teacher involvement in high-stakes language testing. Cham, Switzerland : Springer, [2018] 3319771752 9783319771755
Standard no.:	10.1007/978-3-319-77177-9 10.1007/978-3-319-77

Table of Contents:

1. Introduction
PART 1: Benefits and Challenges of Teacher Involvement in High-stakes Language Testing
2. The Role of Classroom Teachers in Standard Setting and Benchmarking
3. A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon
4. Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-stakes Exams
5. Am I Just Stupid? Key Issues for Teachers Involved in High-stakes Testing with Children who have Dyslexia
PART 2: Assessment Literacy for/through Teacher Involvement in High-stakes Language Testing
6. Are Teachers Given Sufficient Tools as Examiners in the New Foreign Language Speaking Component of the French Baccalauréat?
7. Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training
8. Teachers as Testers: The Case of EOI Teachers in Galicia, Spain
9. Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg
10. Fostering Language Assessment Literacy Through Teacher Involvement in High-stakes Test Development
PART 3: Perceptions and Beliefs in Relation to Teacher Involvement in High-stakes Language Testing
11. Teacher-examiners' Explicit and Enacted Beliefs about Proficiency Indicators in National Oral Assessments
12. Expatriate High School English Teachers' Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges
13. English Language Teachers' Perceptions of Involvement in High-stakes Testing in Turkey
14. Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives
15. Teachers' Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests as Levers for Change
16. A Survey of English Language Testing Practices in China: Students' and Teachers' Perspectives
17. An Experienced EFL Teacher's Perception of High-stakes English Language Tests and Beliefs about Language Teaching: A Case Study
18. Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers' Teaching Practices
19. Conclusion.

Teacher involvement in high-stakes language testing /

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