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Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-Teacher Partnership

Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-Teacher Partnership (Paperback, 2020)

Matthew E. Poehner, Ofra Inbar-lourie (엮은이)
Springer
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Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-Teacher Partnership
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책 정보

· 제목 : Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-Teacher Partnership (Paperback, 2020) 
· 분류 : 외국도서 > 교육/자료 > 교육 > 교수법/자료 > 언어학
· ISBN : 9783030350833
· 쪽수 : 259쪽
· 출판일 : 2021-02-04

목차

An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis; Matthew E. Poehner and Ofra Inbar-Lourie.- PART I: REALIZING PRAXIS: EXEMPLARS OF RESEARCHER-TEACHER PARTNERSHIPS.- ‘Bringing the Teacher back in’: Toward L2 Assessment Praxis in English as an Additional Language Education; Michael Michell and Chris Davison.- Mediation in the Assessment of Language Learning within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation; Angela Scarino.- Trajectories of Language Assessment Literacy in a Teacher-researcher Partnership: Locating Elements of Praxis through Narrative Inquiry; Luke Harding and Tineke Brunfaut.- PART II: RESISTING RESEARCHER-TEACHER HIERARCHIES IN FAVOR OF COOPERATIVE PARTNERSHIPS.- Learning-Oriented Assessment: More than The Chalkface; Constant Leung.- Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-based Indigenous Language Classroom; Beverly Baker and Joyce Germain.- Learning from Each Other: School-University Collaborative Action Research as Praxis; Cheri Chan and Chris Davison.- PART III: ADDRESSING PROBLEMS OF THEORY AND PRACTICE THROUGH RESEARCHER-TEACHER ENGAGEMENT.- Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program; Kathryn Hill and Ana Maria Ducasse.- Reconsidering time and process in L2 Dynamic Assessment; Matthew E. Poehner and Remi A. van Compernolle.- Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice; Kristin J. Davin and Jose David Herazo.- PART IV: RESEARCHER-TEACHER ACTION CHALLENGING ASSESSMENT CULTURE.- Addressing the Possibilities and Limitations of Implementing a new Classroom-based Assessment of oral Proficiency; Martin East.- Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-learning Practices; Ofra Inbar-Lourie and Tziona Levi 

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