Developing a comprehensive, empirically based research framework for classroom-based assessment
This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innova...
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| Veröffentlicht in: | Language testing 2012-07, Vol.29 (3), p.395-420 |
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| creator | Hill, Kathryn McNamara, Tim |
| description | This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more intuitive forms of teacher decision-making found in CBA. Finally, in contrast to previous studies the research motivating the development of the framework took place in a school-based foreign language setting. The authors anticipate that the framework will be of interest to both researchers and classroom practitioners. [Author abstract, ed] |
| doi_str_mv | 10.1177/0265532211428317 |
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The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more intuitive forms of teacher decision-making found in CBA. Finally, in contrast to previous studies the research motivating the development of the framework took place in a school-based foreign language setting. The authors anticipate that the framework will be of interest to both researchers and classroom practitioners. 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[Author abstract, ed]</description><subject>Australia</subject><subject>Classroom based assessment</subject><subject>Classroom Environment</subject><subject>Classrooms</subject><subject>Curricula</subject><subject>Decision Making</subject><subject>Developmental continuity</subject><subject>Education</subject><subject>Epistemology</subject><subject>Evaluation Methods</subject><subject>Evidence</subject><subject>Feedback</subject><subject>Foreign Countries</subject><subject>Guidelines</subject><subject>Indonesian</subject><subject>Indonesian language</subject><subject>Language</subject><subject>Language Attitudes</subject><subject>Language Planning</subject><subject>Language policy</subject><subject>Language Tests</subject><subject>Language usage</subject><subject>Literacy</subject><subject>Medical Education</subject><subject>Qualitative research</subject><subject>Researchers</subject><subject>School based assessment</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Second language teachers</subject><subject>Social constructivism</subject><subject>Socialization</subject><subject>Student Attitudes</subject><subject>Student Evaluation</subject><subject>Students</subject><subject>Studies</subject><subject>Summative Evaluation</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Transition activities (Classroom)</subject><subject>Units of Study</subject><issn>0265-5322</issn><issn>1477-0946</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kE1v1DAURS0EEkNhz4JFJDYsCPjZ8dcSSmlBldjA2vI4zzMuSRzsTFH_PY5SIVSJlWXd8679DiEvgb4DUOo9ZVIIzhhAxzQH9YjsoFOqpaaTj8lujds1f0qelXJDKTXA5Y7YT3iLQ5rjdGhc49M4ZzziVOItvm1wnGOO3g3DXbN3BfsmY0GX_bEJ2Y34O-WfTUi58YMrJac0thtWb1jKiNPynDwJbij44v48Iz8-X3w_v2qvv11-Of9w3fpO66UFxgGCBiN61mshUYm91BCUMLTrDesNYADDqEamJEqpAsfglVZCeLE3_Iy82XrnnH6dsCx2jMXjMLgJ06lYqGY6brgWFX39AL1JpzzV31mgTHEtpdSVohvlc6q7YbBzjqPLdxWyq3H70HgdebWNYJX2F7_4apTs2Bq3W1zcAf998791Hzc-j3GxDuO82OOyzMX2bnE2TtX8mqR8sH2KaxHnIO_JKkvUjf8ANZSgmA</recordid><startdate>20120701</startdate><enddate>20120701</enddate><creator>Hill, Kathryn</creator><creator>McNamara, Tim</creator><general>SAGE Publications</general><general>Sage Publications Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20120701</creationdate><title>Developing a comprehensive, empirically based research framework for classroom-based assessment</title><author>Hill, Kathryn ; 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| ispartof | Language testing, 2012-07, Vol.29 (3), p.395-420 |
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| subjects | Australia Classroom based assessment Classroom Environment Classrooms Curricula Decision Making Developmental continuity Education Epistemology Evaluation Methods Evidence Feedback Foreign Countries Guidelines Indonesian Indonesian language Language Language Attitudes Language Planning Language policy Language Tests Language usage Literacy Medical Education Qualitative research Researchers School based assessment Second Language Instruction Second Language Learning Second language teachers Social constructivism Socialization Student Attitudes Student Evaluation Students Studies Summative Evaluation Teachers Teaching Teaching Methods Transition activities (Classroom) Units of Study |
| title | Developing a comprehensive, empirically based research framework for classroom-based assessment |
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