This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.
The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills.
Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.
List of Contributors
Chapter 1: Learning-oriented Assessment: Main issues and an Overview
PART I: Theoretical and Conceptual Foundations of Learning-Oriented
Assessment
Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in
Using Assessment to Support Language Learning
Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment
Framework
Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second
and Foreign Language Classrooms
Chapter 5: Success in Language Learning: What Role Can Language Assessment
Play?
Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles,
Opportunities, and Challenges
Part II: Learning-Oriented Assessment in Instructional Settings
Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials
of Learning-Oriented Assessment in an Examinations-Based Instructional
Setting
Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A
Case Study
Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights
from Key Stakeholders
Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the
Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for
Summative Assessment
Chapter 11: Learning Oriented Assessment from a Teachers Perspective:
Insights from Teachers Action Research
Chapter 12: The Role of Technology in Learning-Oriented Assessment
Index
Atta Gebril is an associate professor and MATESOL program director in the Department of Applied Linguistics, American University in Cairo (AUC). He is also the chair of the Institutional Review Board at AUC. He obtained his PhD from the University of Iowa in foreign language and ESL education. He teaches courses in second-language assessment and research methods in applied linguistics. His research interests include writing assessment, readingwriting connections, and learning-oriented assessment. He currently serves on the editorial boards of Assessing Writing and the TESOL Journal and as an associate editor for Language Assessment Quarterly.
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