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The Practice of Language Assessment

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posted on 2018-09-19, 15:23 authored by Glenn Fulcher
[First paragraph] Language teachers and applied linguists are constantly engaged with language testing and assessment. Whether informal or formal, assessment procedures are designed to collect evidence for decision making. In low-stakes classroom contexts the evidence is used to provide formative feedback to learners (Rea-Dickins, 2006), scaffold learning (Lantolf, 2009), evaluate the quality and pace of learning, inform pedagogy, and feed into curriculum design (Shepard, 2000; Hill, 2012). In high-stakes contexts identifiable ‘test events’ produce scores that are used to make life changing decisions about the future of learners (Kunnan, 2013). In research, tests are used to generate data that are used to address questions regarding second language acquisition (Chapelle, 1994).

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Citation

Fulcher, NG, The Practice of Language Assessment, ed. Hinkel, E, 'Handbook of Research in Second Language Teaching and Learning, Volume III', Informa UK (Taylor and Francis/Routledge), 2017

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • AM (Accepted Manuscript)

Published in

Fulcher

Publisher

Informa UK (Taylor and Francis/Routledge)

isbn

978-1-13-885982-1;9781138859814;9781315716893

Acceptance date

2016-06-17

Copyright date

2016

Available date

2018-09-19

Publisher version

https://www.routledge.com/Handbook-of-Research-in-Second-Language-Teaching-and-Learning-Volume-III/Hinkel/p/book/9781138859821

Editors

Hinkel, E.

Book series

ESL & Applied Linguistics Professional Series;

Language

en

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