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Classroom-Based Assessment: Possibilities and Pitfalls

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International Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 15))

Abstract

This chapter examines the possibilities and pitfalls of classroom-based English language assessment, drawing on both the language testing and classroom assessment literature in English language education as well as educational assessment more generally. The chapter opens with a brief overview of different contexts for language testing and assessment: external, classroom-based, and second language acquisition research. The second part of the chapter presents research findings that highlight different facets of classroom-based assessment: the different meanings of and purposes for assessment, relationships between formative and summative assessment, approaches and frameworks used in teacher assessment, teacher perceptions and implementation of assessment, and the extent to which conventional measurement paradigms are appropriate for assessing the worth of instructional embedded assessment. These research findings lead into a discussion of current concerns and issues, as well as some of the potential pitfalls associated with classroom-based assessment. The final part of the chapter outlines future directions for the field and highlights some of the challenges for both research and professional practice in relation to classroom-oriented assessment.

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Authors and Affiliations

  1. The University of Bristol, UK

    Pauline Rea-Dickins

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  1. Pauline Rea-Dickins
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Editors and Affiliations

  1. Ontario Institute for Studies in Education, Canada

    Jim Cummins

  2. The University of Hong Kong, China

    Chris Davison

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Rea-Dickins, P. (2007). Classroom-Based Assessment: Possibilities and Pitfalls. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_36

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