Current Issues in English Language Teacher-Based Assessment Davison, Christine en_US Leung, Constant en_US 2021-11-25T17:15:38Z 2021-11-25T17:15:38Z 2009 en_US
dc.description.abstract Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English language teaching field, with researchers pointing to much variability, a lack of systematic principles and procedures, and a reliance on traditional, but now outdated, psychometric assumptions. This article provides an overview of some of the current issues in TBA, including its definition and key characteristics, and the complex but significant questions which its implementation pose for our understandings of language, learning, and assessment. en_US
dc.identifier.issn 0039-8322 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Current Issues in English Language Teacher-Based Assessment en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal TESOL Quarterly en_US
unsw.relation.ispartofpagefrompageto 393-415 en_US
unsw.relation.ispartofvolume 43 en_US
unsw.relation.originalPublicationAffiliation Davison, Christine, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Leung, Constant en_US School of Education *
Resource type