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Encyclopedia of Language and Education pp 2391–2405Cite as

Classroom‐Based Language Assessment

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Introduction

The evidence base in classroom language assessment has been growing over the last decade, prompted by a number of developments more generally. For example, the 1990s have witnessed considerable growth in the teaching of languages to young learners (e.g., Kubanek‐German, 1998) and, inevitably, the appropriate assessment of these young language learners has been of some concern. Thus, questions that are being posed relate to the specific methods through which young learners should be assessed—through formal measures or through informal teacher assessment integrated within their teaching and learning programme. Government-sponsored English-as-an-Additional/Second Language programmes (EAL/ESL) have also flourished during this period in which there has been a need for teachers to develop an awareness of the progress of their learners informally at the classroom level as well as to track formally learner achievement for accountability purposes. A systemic demand for...

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Notes

  1. 1.

    Afitska used data from ESRC funded research (R000238196), see Rea-Dickins, 2003.

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Authors and Affiliations

  1. Graduate School of Education, University of Bristol, 35 Berkeley Square, BS8 1JA, Bristol, England

    Pauline Rea‐Dickins

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  1. Pauline Rea‐Dickins
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Editors and Affiliations

  1. Graduate School of Education, University of Pennsylvania, 19104-6216, Philadelphia, PA, USA

    Nancy H. Hornberger

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Rea‐Dickins, P. (2008). Classroom‐Based Language Assessment. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_180

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  • DOI: https://doi.org/10.1007/978-0-387-30424-3_180

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