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Assessing Foreign Language Students’ Spoken Proficiency: Stakeholder Perspectives on Assessment Innovation

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This book presents an in‐depth study of assessment innovation and its impact on teaching and learning. The context is New Zealand, and the focus is additional languages other than English and the recent introduction of a radical new assessment of students’ spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performance, and presents an alternative approach where stakeholders become the centre of interest. It advances our understanding of how assessment innovation impacts on two key groups - teachers and students in schools - based on data collected from a substantial two‐year research project. It presents an account of these stakeholders’ perceptions of the validity and usefulness of the new assessment in comparison with the more traditional test that it has replaced.
Assessing Foreign Language Students' Spoken Proficiency makes an outstanding and original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment. It is an important resource for teachers and teacher educators as well as assessment and curriculum specialists worldwide. It deserves to be widely read.

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Detail Information

Series Title

Educational Linguistics

Call Number

400.1 EAS a

Publisher

Singapore : Springer Singapore., 2016

Collation

XIX, 227

Language

English

ISBN/ISSN

978-981-10-0303-5

Classification

400.1

Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

Ed. 1

Subject(s)

Language Education
Learning & Instruction

Specific Detail Info

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Statement of Responsibility

Martin East

Other Information

Cataloger

umi

Source

https://link.springer.com/book/10.1007/978-981-10-0303-5

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