Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Language Testing
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Arkoudis, S.
Right arrow Articles by O’Loughlin, K.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Tensions between validity and outcomes: teacher assessment of written work of recently arrived immigrant ESL students

Sophie Arkoudis

The University of Melbourne, s.arkoudis{at}unimelb.edu.au

Kieran O’Loughlin

RMIT University, Melbourne

This article reports on a collaborative study involving ESL1 teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion focuses on issues relating to the limitations of the CSF and the way in which teachers engage with the CSF to produce a meaningful and accurate assessment reflective of their students’ progress. The teachers’ stories highlight how state-mandated assessment policies are translated into teacher assessment carried out in local educational contexts. Harré’s positioning theory (1999) is used as the framework for interpreting the epistemological authority of the teachers within the assessment exigencies of the education system.

Language Testing, Vol. 21, No. 3, 284-304 (2004)
DOI: 10.1191/0265532204lt285oa
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Language TestingHome page
L. Llosa
Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach
Language Testing, October 1, 2007; 24(4): 489 - 515.
[Abstract] [PDF]